UC-NRLF 


B   H   S2S   501 


UNIVERSITY  OF  MISSOURI 


INAUGURATION  OF 
PRESIDENT  HILL 


tXC«A^iGit 


LIBRARY 

OK   THK 

University  of  California. 

RECEIVED    BY    EXCHANGE 
\ 

Class 


INAUGURATION 

OF 

ALBERT  ROSS  HILL,  LL.D. 


Mtttu^rBttg  nf  |HiHB0uri 


EXERCISES 


AT  THE 


INAUGURATION 


OF 


ALBERT   ROSS    HILL,   LL.D. 

as  President  of  the  University 


December  io  and  ii,  1908 


OF  THE 

UNIVERSITY 

OF 


CoLUMBiA,  Missouri 
1909 


^t'«>»«(i£  v'^^c^o^ 


COMMITTEE  ON  ARRANGEMENTS 
AND  PUBLICATION 

F.  H.  Skares,  Chairman 
George  Lbfbvrb 
a.  o.  lovejoy 


On  December  lo,  1907,  Richard  Henry  Jesse  resign- 
ed the  Presidency  of  the  University  of  Missouri,  after 
seventeen  years  of  service  in  that  office.  January  6,  1908, 
the  Board  of  Curators  elected  as  his  successor  Albert  Ross 
Hill.  President  Hill  entered  upon  his  duties  July  i,  1908 
His  formal  installation  into  office  took  place  on  December 
1 1,  in  the  presence  of  the  Governor  of  the  State,  the  Board 
of  Curators,  the  Faculties,  delegates  representing  many 
educational  institutions  and  learned  societies,  and  a  large 
asssemblage  of  graduates,  undergraduates  and  friends  of  the 
University.  The  exercises  connected  with  the  inaugura- 
tion filled  two  days,  Thursday,  December  10,  and  Friday 
December  1 1 .  The  following  pages  record  the  programme 
of  these  exercises,  the  principal  addresses  delivered  upon 
the  occasion,  and  the  ceremonies  of  installation. 


189137, 


GENERAL  ORDER  OF  EXERCISES 

THURSDAY,  DECEMBER  TENTH 

9:30  A.M.     Formation  of  Academic  Procession 

10:00  A.M.     Exercises  in  the  University  Auditorium: 

Addresses  of  welcome;  greetings  on  behalf  of  the 
colleges  and  universities  of  the  country,  the  educa- 
tional interests  of  the  State,  the  students,  the  alumni, 
and  the  faculty 

12:30  P.M.  Informal  luncheon  to  the  guests  of  the  University 
by  the  faculty,  in  the  corridor  of  the  third  floor  of 
Academic  Hall 

3  :oo  P.M.     Exercises  in  the  University  Auditorium  : 

Address  by  Jacob  Gould  Schurman^  LL.D., 
President   of    Cornell    University 

9:00  P.M.     Reception  to  the  guests  of  the  University  by  the 
Board  of  Curators,  in  Rothwell  Gymnasium 

FRIDAY.   DECEMBER  ELEVENTH 

10:00  A.M.     Formation  of  Academic  Procession 

10:30  A.M.     Exercises  in  the  University  Auditorium: 

Installation  of  Albert  Ross  Hill,  LL.D.,  as  Pres- 
ident of  the  University;  inaugural  address  by 
President  Hill 

12:30  P.M.  Luncheon  to  the  guests  of  the  University  by  the 
alumni,  in  Lathrop  Hall 

3  :30  P.M.     Review  of  the  University  Cadets,  and  dress  parade 

4:30  P.M.     Exhibition  by  the  students  of  the   Department  of 
Engineering,  in  the  Engineering  Building 

8:30  P.M.     Torch-light  procession  by  the  students 

9:00  P.M.     Reception  by  President  and  Mrs.  Hill 

6 


ORDER  OF  ACADEMIC  PROCESSION 

Chief  Marshal 

FIRST  DIVISION 

Marshal 

President  of  the  University  and  Governor  of  Missouri 

Former  President,  Governor-elect,  Chaplains 

The  Board  of  Curators,  and  Speakers 

SECOND  DIVISION 

Marshal 

Presidents  of  Universities  and  Colleges 

Official  Delegates 

THIRD  DIVISION 

Marshal 
State  and  City  Officials 
Specially  Invited  Guests 

FOURTH   DIVISION 

Marshal 
Representatives  of  Secondary  Schools 

FIFTH   DIVISION 

Marshal 
Faculties  of  the  University 

SIXTH   DIVISION 

Marshal 
Alumni  of  the  University 


PROGRAMME 

THE  AUDITORIUM,  THURSDAY,   DECEMBER  TENTH.   10  A.M. 

His  Excellency  Joseph  Wingate  Folk,  presiding 

1.  Chorale  University  Chorus 

What  God  doth  will  is  mine  to  do  Gastorins 

2.  Invocation 

The  Reverend  William  Coleman  Bitting,  D.D. 

3.  Music  University  Chorus 

How  lovely  are  the  messengers  Mendelssohn 

4.  Welcome  to  the  guests  of  the  University  on  behalf  of  the 

State  of  Missouri,  by  His  Excellency  the  Governor 

5.  Welcome  on  behalf  of  the  Board    of    Curators,    by    the 

Honorable  David  Rowland  Francis 

6.  Greetings  on  behalf   of  the  Universities  of  the  East,  by 

Jacob  Gould  Schurman,  LL.D.,  President  of  Cornell 
University 

7.  Greetings  on  behalf  of  the  Universities  of  the  South,  by 

James    Hampton     Kirkland,    LL.D.,    Chancellor    of 
Vanderbilt  University 

8.  Greetings  on  behalf  of  the  Universities  of  the  West,  by 

George    Edwin    MacLean,  LL.D.,    President    of   the 
State  University  of  Iowa 

9.  Violoncello  Solo  Mr.  L.  O.  Muench 

Romance  sans  paroles  Goens 

ID.  Greetings  on  behalf  of  the  Schools  of  Missouri,  by  tlie 
Honorable  Howard  A.  Gass,  State  Superintendent  of 
Public  Schools 

8 


11.  Greetings  on  behalf  of  the  Colleges  of  Missouri,  by  the 

Reverend  Joseph  Addison  Thompson,  D.D.,  President 
of  Tarkio  College 

12.  Greetings  on  behalf  of  the  Students  of  the  University,  by 

William  Walton  Wright,  Class  of  1909 

13.  Greetings    on    behalf    of  the    Alumni,  by  the  Honorable 

Robert  Burett  Oliver,  Class  of  1877 

14.  Greetings  on  behalf  of  the   Faculty,  by  John   Carleton 

Jones,  LL.D.,  Dean  of  the  College  of  Arts  and  Science 

15.  Music  University  Chorus 

God  is  a  spirit  Bennett 

16.  Benediction 

The  Reverend  William  Wilson  Elwang,  Ph.  D. 


PROGRAMME 

THE  AUDITORIUM,  THURSDAY,   DECEMBER  TENTH.   3  P.M. 

The  Honorable  David  Rowland  Francis,  of  the 
Board  of  Curators,  presiding 

1.  Music  University  Violin  Club 

Menuetto  Haydn 

2.  Address  by  Jacob  Gould  Schurman,  LL.D.,  President  of 

Cornell  University 

3.  Music  University  Violin  Club 

Adagio  Haydn 


PROGRAMME 

THE  AUDITORIUM,   FRIDAY,   DECEMBER  ELEVENTH,   10130  A.M. 

The  Honorable  David  Rowland  Francis,  of  the 
Board  of  Curators,  presiding 

1.  Processional  University  Glee  Club 

Integer  Vitse 

2.  Invocation 

The  Right  Reverend  Daniel  Sylvester  Tuttle,  D.D. 

3.  Music  University  Chorus 

The  Heavens  are  telling  Haydn 

4.  Installation  of  Albert  Ross  Hill,  LL.D.,  as  President  of  the 

University,  by  the  Honorable  David  Rowland  Francis 

5.  Inaugural  Address  by  President  Albert  Ross  Hill 

6.  Music  University  Chorus 

The  audience  is  respectfully  requested  to  rise  and  join  in  singing 
"Old  Missouri" 

O/d  Missouri,  /atr  Missouri, 

Dear  old  '  Varsity, 
Ours  are  hearts  that  fondly  love  thee, 
Here' s  a  health  to  thee  I 

Chorus:     Proud  art  thou  in  classic  beauty, 
Of  thy  noble  past ; 
With  thy  zuatchivords,  Honor,  Duty, 
Thy  high  fame  shall  last. 

Every  student,  man  and  maiden, 

Swells  the  glad  refrain, 
Till  the  breezes,  music  laden. 

Waft  it  back  again. 

7.  Benediction 

The  Right  Reverend  Daniel  Sylvester  Tuttle,  D.D. 


The  music  at  the  several  exercises  was  furnished  by  student  organiza- 
tions of  the  University,  under  the  direction  of  William  Henry  Pommkr, 
Professor  of  Music. 


THURSDAY  MORNING,  DECEMBER  TENTH 

ADDRESSES   OF   GREETING 

His  Excellency  Joseph  Wingate  Folk,  Presiding 


14  UNIVERSITY  OF  MISSOURI 


WELCOME  TO  THE  GUESTS  OF  THE  UNIVERSITY  ON 
BEHALF  OF  THE  STATE  OF  MISSOURI,  BY  HIS 
EXCELLENCY,  THE  GOVERNOR 

Last  June  when  the  people  of  Missouri  received  the  intelli- 
gence that  Dr.  Jesse,  who  had  been  president  of  this  University 
for  so  many  years,  had  resigned  on  account  of  ill  health,  there 
was  regret  from  one  end  of  the  Commonwealth  to  the  other; 
for  no  man  in  Missouri  stands  nearer  to  the  hearts  of  Missourians. 
It  was  felt  that  it  would  be  impossible  to  find  a  suitable  man  to 
fill  this  important  position.  But  when  the  Board  of  Curators 
announced  that  they  had  selected  and  elected  Dr.  Albert  Ross  Hill, 
the  people  were  glad,  for  they  knew  that  the  mantle  of  Elijah 
had  indeed  fallen  upon  the  shoulders  of  Elisha. 

We  inaugurate  a  Governor  every  four  years,  but  a  president 
of  the  University  is  inaugurated  only  once  or  twice  in  a  lifetime. 
So  this  occasion  is  peculiarly  important  to  Missourians.  We  wel- 
come here  upon  this  occasion  so  interesting  to  all  concerned  in 
the  education  of  the  American  people  many  distinguished  edu- 
cators from  other  institutions.  We  welcome  them,  not  as  strangers, 
for  their  reputations  have  gone  before  them ;  they  are  the  makers 
of  America.  America  consists  of  the  men  of  America,  and  these 
are  the  makers  of  the  men  of  America.  I  welcome  them  in  behalf 
of  a  state  that  has  fewer  mortgaged  farms  than  any  other  agri- 
cultural state,  fewer  mortgaged  homes  than  any  other  manu- 
facturing state,  and  fewer  mortgaged  men  than  any  other  state 
in  the  United  States.  In  behalf  of  such  a  state  I  extend  them  a 
cordial  welcome — in  behalf  of  a  state  around  which  a  wall  could 
be  put  and  still  the  wants  of  those  within  supplied !  I  welcome 
them  in  behalf  of  a  state  that  furnishes  one-tenth  of  the  wheat 
and  one-twelfth  of  the  corn  of  the  entire  world.  I  welcome  them 
in  behalf  of  a  state  that  has  within  its  borders  the  greatest 
nurseries  on  the  globe.    I  welcome  them  in  behalf  of  a  state  that 


INAUGURATION  OF  PRESIDENT  HILL  15 

has  no  gold  mines,  but  the  poultry  products  of  which  exceed  each 
year  the  total  production  of  all  the  gold  mines  of  the  golden  state 
of  California.  I  welcome  them  in  behalf  of  a  state  tliat  has  no 
silver  mines,  but  whose  minerals  which  the  miners  bring  up  each 
year  into  the  sunlight  exceed  in  value  all  the  productions  of  the 
silver  mines  of  Colorado.  1  welcome  them  in  behalf  of  a  state 
that  has  no  oil  wells  to  speak  of,  but  which  has  thousands  of  miles 
of  soil  underlaid  with  coal  deposits  of  the  approximate  value  of 
four  hundred  billions  of  dollars.  I  welcome  them  in  behalf  of 
a  state  that  raises  horses  that  are  sent  to  every  part  of  the  world, 
and  that  raises  mules  that  bear  the  white  man's  burden  to  the 
remotest  parts  of  civilization.  I  welcome  them  in  behalf  of  a  state 
that  gives  one-third  of  all  her  revenue  to  the  cause  of  education. 
I  welcome  them  in  behalf  of  a  state  that  has  a  percentage  of  school 
attendance  greater  than  that  of  any  other  state  in  the  Union. 
I  welcome  them  in  behalf  of  a  state  that  has  a  percentage  of  illit- 
eracy less  by  fifty  per  cent  than  the  average  in  the  United  States. 
I  welcome  them  in  behalf  of  a  state  that  has  magnificent  normal 
schools  at  Warrensburg,  Cape  Girardeau,  Kirksville,  Maryville, 
and  Springfield.  I  welcome  them  in  behalf  of  a  state  that  has  at 
the  head  of  its  educational  system  this  magnificent  institution, 
which  is  proud  of  its  past  achievements,  but  is  to-day  looking 
toward  the  future — satisfied  with  its  progress  in  the  past,  but 
determined  that  the  future  shall  far  excel  that  past 

In  behalf  of  such  a  state  I  bid  these  distinguished  guests 
welcome.  With  our  hands,  with  our  lips,  and  with  our  hearts 
we  bid  them  welcome,  thrice  welcome. 


i6  UNIVERSITY  OF  MISSOURI 

ADDRESS  OF  WELCOME  ON  BEHALF  OF  THE  BOARD 
OF  CURATORS,  BY  THE  HONORABLE  DAVID  ROW- 
LAND FRANCIS 

My  official  connection  with  the  State  University  began  in 
1889,  when  I  became  Governor  of  Missouri.  The  beginning 
of  my  term  witnessed  a  crucial  period  in  the  life  of  the  institution. 
The  appropriation  for  the  maintenance  of  the  University  in  that 
year  provided  that  no  portion  of  that  maintenance  should  be  availa- 
ble so  long  as  the  then  president  and  the  then  dean  of  the  Agri- 
cultural College  should  continue  in  office.  Before  that  Legislature 
adjourned,  however,  a  law  was  enacted  reorganizing  the  Board  of 
Curators,  and  providing  that  not  more  than  five  of  its  nine  mem- 
bers should  be  of  the  same  political  party  and  that  no  congressional 
district  should  have  more  than  one  Curator,  thus  removing  the 
University  from  the  domain  of  partisan  politics  and  absolving  it 
from  the  charge  or  suspicion  of  being  supported  in  the  interest  of 
the  county  or  city  in  which  it  was  located.  Soon  thereafter  Dr. 
R.  H.  Jesse  was  elected  president,  and  the  University  under  his 
able  and  efficient  administration  entered  upon  a  new  career  of 
growth  and  usefulness.  From  645  in  1888-9  the  matriculations 
have  increased  to  2,900  in  1908-9.  In  twenty  years  the  number  of 
students  has  increased  three  hundred  and  fifty  per  cent,  while  the 
population  of  the  state  has  increased  only  about  forty-three  per 
cent.  The  University  of  Missouri  is  a  state  institution  in  spirit 
as  well  as  in  name.  It  belongs  to  no  political  party,  is  the  special 
possession  of  no  section,  of  no  class,  but  the  property  and  the 
pride  of  all  the  people  of  the  Commonwealth.  Rejuvenated  and 
strengthened  after  the  ordeals  through  which  it  passed  two  decades 
ago,  it  has  constantly  grown  in  influence  and  broadened  in  its  com- 
prehension of  the  possibilities  and  requirements  of  a  great  insti- 
tution of  learning.  It  now  enters  upon  a  new  epoch  in  its  career. 
The  seed  sown  in  a  soil  enriched  by  sacrifice  and  toil,  is  blossoming 
into  a  bountiful  harvest.  The  faculty — toilers  in  this  field  of  edu- 
cation— are  keeping  pace  with  the  advances  in  the  world  of  science 


INAUGURATION  OF  PRESIDENT  HILL  17 

and  in  touch  with  the  most  enlightened  thought  of  the  times.  The 
alumni,  whose  ranks  are  annually  augmented  by  a  well  equipped 
company  of  enthusiastic,  grateful  recruits,  cherish  a  filial  affection 
for  an  alma  mater  whose  record  and  standing  require  no  apology. 
The  personnel  of  the  Board  of  Curators  has  changed  to  some 
extent  at  the  end  of  every  biennial  period,  but  the  members  of 
the  Board  have  at  all  times  realized  their  responsibility,  mani- 
fested a  faithful  devotion  to  duty  and  have  felt  that  any  work 
performed  or  inconvenience  experienced  was  not  only  a  willing 
but  an  imperative  contribution  to  a  cause  of  which  they  were  proud 
to  stand  in  part  as  exponents.  The  legislators  of  at  least  ten 
general  assemblies  have  given  unmistakable  demonstration  of  their 
intelligent  appreciation  of  the  value  of  the  University  by  making 
necessary  provision  for  its  maintenance;  and  in  this  course  they 
have  been  almost  invariably  sustained  by  chief  executives  whose 
courage  and  judgment  have  been  bulwarks  of  strength. 

We  are  met  here  to-day  for  the  inauguration  of  a  new 
president,  and  the  honor  has  been  assigned  to  me  to  speak  for 
the  Board  of  Curators,  in  behalf  of  whom  I  extend  to  our  dis- 
tinguished guests  a  cordial  greeting. 


i8  UNIVERSITY  OF  MISSOURI 


ADDRESS  OF  GREETING  BY  JACOB  GOULD  SCHUR- 
MAN,  LL.  D.,  PRESIDENT  OF  CORNELL  UNIVER- 
SITY, ON  BEHALF  OF  THE  UNIVERSITIES  OF  THE 
EAST 

Governor  Folk,  Ladies  and  Gentlemen: 

I  have  no  formal  commission  from  the  universities  of  the 
eastern  portion  of  the  United  States  to  represent  them  on  this 
interesting  occasion.  I  owe  the  honor  of  a  place  on  this  platform 
to  your  partiality,  growing  first  out  of  the  connection  of  your 
president-elect  with  the  university  I  have  the  honor  to  represent, 
and  secondly  to  my  long  and  intimate  friendship  with  him.  But 
if,  ignoring  these  personal  reasons,  I  might  presume  to  speak 
for  the  older  universities  of  the  country — to  which,  indeed,  my 
own,  though  an  eastern  one,  does  not  belong — I  should  say  that 
they  feel  an  especial  interest  in  the  circumstance  that  the  new 
president,  whom  you  are  in  these  days  installing,  stands  pre-em- 
inently for  that  type  of  liberal  education  and  humane  culture  which 
for  generations  has  characterized  the  institutions  of  the  East  and 
for  centuries  the  institutions  of  the  mother  country  from  which 
these  derived  it.  And  if,  adding  to  that  general  statement,  I  should 
venture  to  express  the  sentiments  of  the  eastern  but  newer  uni- 
versity to  which  I  myself  belong  I  should  say  that  we  rejoice,  first 
in  having  an  alumnus  of  Cornell  elected  to  this  high  office,  and 
secondly,  in  the  fact  that  he  has  learned  at  Cornell  to  sympathize 
not  only  with  the  ancient  culture  of  Europe  and  America  but 
also  with  that  modern  type  of  education  which  has  been  espec- 
ially welcomed  in  the  West,  and  which  at  our  western  state  uni- 
versities has  received  such  magnificent  nurture  and  development. 
The  state  universities,  like  Cornell,  stand  both  for  the  ancient 
education  and  the  modern,  both  for  what  is  noble  and  what  is  use- 
ful. While  on  the  one  hand  they  glorify  the  liberal  arts,  on  the 
other  they  welcome  modern  science  and  the  applications  of  mod- 
ern science  to  the  industries  of  life. 


INAUGURATION  OF  PRESIDENT  HILL  19 

Here  in  Missouri  is  a  field  of  great  opportunity,  a  field  which 
has  been  diligently  and  successfully  cultivated  for  many  years 
by  my  good  friend,  your  distinguished  retiring  president.  The 
new  president  enters  upon  the  prosperity  which  the  other  ad- 
ministration has  created.  I  congratulate  him  on  these  opportuni- 
ties for  service.  I  congratulate  him,  also,  on  the  dignity  of  the 
calling  to  which  he  is  called.  I  know  nothing  nobler  in  life  than 
the  work  of  the  educator.  As  was  said  this  morning  by  his  Ex- 
cellency, the  Governor  of  the  State,  educators  are  engaged  in  the 
making  of  manhood;  and  the  president  of  a  great  modern  uni- 
versity is  the  director  of  the  intellectual  and  moral  forces  which 
converge  upon  that  exalted  function.  Such  work,  your  new  pres- 
ident will  find,  keeps  men  young  and  hopeful  and  enthusiastic, 
because,  although  at  times  they  may  see  young  minds  apparently 
blasted,  their  experience  convinces  them  that  with  the  great  ma- 
jority there  is  wonderful  improvement,  and  that  even  in  the  case 
of  the  exceptional  minority  through  second  and  third  trials  they 
redeem  themselves.  It  is  absolutely  impossible,  ladies  and  gentle- 
men, for  any  president  who  is  in  touch  with  the  life  round  about 
him  to  be  anything  but  an  absolutely  confirmed  optimist. 

I  congratulate  your  new  president,  also,  because  he  is  coming 
into  a  field  where  he  himself  will  get  the  most  liberal  and  many- 
sided  education  that  he  has  ever  received.  He  may  think  that 
he  has  learned  something  in  the  schools  of  America  and  Europe — 
I  know  the  distinctions  that  he  has  won  and  appreciate  his  high 
attainments  to  their  fullest  value — but  he  has  now  to  learn  how 
to  deal  with  three  or  four  entirety  different  sets  of  men,  help  to 
accomplish  the  Objects  that  all  have  in  view,  and  keep  the  forces 
working  in  mutual  confidence  and  harmony.  Than  that  there  is 
nothing  more  difficult  in  any  office,  whether  it  be  the  office  of  the 
Governor  of  the  State  or  of  the  President  of  the  United  States. 
For  your  Board  of  Curators,  made  up  as  it  is  of  practical  bus- 
iness men,  and  men  taken  from  the  public  service,  has,  naturally, 
a  different  point  of  view  from  that  of  the  faculty;  and  will  look 
at  things  inevitably  from  its  own  point  of  view.  On  the  other  hand. 


30  UNIVERSITY  OF  MISSOURI 

the  faculty  is  composed  of  men  devoted  almost  exclusively  to  ed- 
ucational interests,  each  department  being  enthusiastic  over  the 
advancement  of  its  own  interests  for  the  greater  glory  of  the  uni- 
versity under  which  it  exists.  And  the  new  president  will  find 
that  he  will  have  to  look  at  every  problem  that  comes  up  from 
these  two  points  of  view,  and  that  he  will  have  to  keep  these  two 
bodies  of  men  in  mutual  understanding  and  harmony.  That  is 
not  all,  either.  The  alumni  of  the  University  will  have  another 
point  of  view,  and  the  president  will  find  that  no  change  can  be 
made  of  any  importance  but  the  alumni  will  take  it  into  account, 
and  want  to  know  why  the  good  old  institution  has  been  changed 
and  these  new-fangled  ideas  brought  in!  And  the  students  have 
their  own  point  of  view.  For  example,  in  a  court  of  justice  you 
get  testimony  from  outside  sources,  but  in  a  university,  you 
never  ask  a  student  about  a  fellow  student;  you  ask  him  about 
himself  only.  In  addition  to  these  four  groups  on  the  spot,  there 
are  the  schools  of  the  state  and  the  professions  of  the  state,  there 
are  all  the  scholarly  and  scientific  pursuits  and  callings  that  men 
and  women  follow,  of  which  the  state  university  is  the  natural 
head;  and  with  these  it  is  the  business  of  the  president  to  keep 
in  sympathetic  touch.  Have  I  not  said  enough  to  justify  my 
statement  that  I  congratulate  your  new  president  on  the  opportu- 
nities for  personal  education  ahead  of  him  ? 

Finally  1  want  to  say  this:  the  University  of  Missouri  is  to 
be  congratulated  on  getting  a  man — a  first-class  man,  the  noblest 
gift  of  God  to  any  state.  I  trust  that  the  University  of  Missouri 
will  at  once  make  up  its  mind  that  it  wants  this  man  for  a  lifetime ; 
otherwise  his  service  is  necessarily  made  inefficient.  The  other 
day  I  heard  a  man  who  had  served  the  oldest  and  largest  uni- 
versity of  the  East  say  that  what  he  had  done  any  of  us  might  do 
on  one  condition,  and  that  was  that  we  have  forty  years  to  do 
it  in.  I  hope  that  President  Hill  will  have  from  thirty  to  forty 
years  in  which  to  serve  this  University.  And  unless  he  under- 
stands and  you  understand  that  all  his  life  is  to  be  devoted  to  this 
work  all  the  rest  of  his  active  days, — the  work  from  the  begin- 
ning is  bound  to  be  hampered  and  maimed. 


INAUGURATION  OF  PRESIDENT  HILL  21 

Finally,  I  will  say  before  his  face  what  I  have  said  often  be- 
hind his  back, — not  all  I  think,  because  my  own  views  would 
perhaps  seem  tinctured  too  much  with  enthusiasm,  to  those  who 
merely  know  President  Hill  by  name — but  I  think  all  of  you  who 
know  him  or  know  anything  about  him  will  regard  this  statement 
as  a  sober  estimate,  that  within  a  half  dozen  years  he  will  have 
proved  himself  one  of  the  best  half-dozen  university  presidents 
in  the  United  States. 

So  on  this  day  when  you  are  putting  him  at  the  head  of  this 
great  and  growing  University,  supported  by  this  great  State  of 
Missouri,  which  in  wealth  and  population  ranks,  I  think,  fifth  in 
the  Union,  a  university  destined  in  my  judgment  to  grow  even 
more  rapidly  and  grandly  in  the  years  to  come  than  it  has  in  the 
past,  I  congratulate  you  on  the  possession  of  such  a  man  and 
such  a  university.  I  bring  you  the  sincere  and  hearty  felicitations 
of  Cornell  University  and  of  the  older  universities  of  the  East, 
who,  I  am  sure,  share  our  joy  and  pride. 


22  UNIVERSITY  OF  MISSOURI 

ADDRESS  OF  GREETING  BY  JAMES  HAMPTON  KIRK- 
LAND,  LL.D.,  CHANCELLOR  OF  VANDERBILT  UNI- 
VERSITY, ON  BEHALF  OF  THE  UNIVERSITIES  OF 
THE  SOUTH 

Your  Excellency,  Ladies  and  Gentlemen: 

No  institution  may  contest  the  pre-eminence  and  the  exclu- 
sive rights  of  Cornell  University  on  this  occasion,  but  I  am  pleased 
to  acknowledge  the  very  tender  tie  that  binds  Vanderbilt  Uni- 
versity to  this  institution  and  to  the  State  of  Missouri.  Vanderbilt 
has  many  alumni  in  this  State  laboring  in  one  field  or  in  another 
for  the  great  cause  of  material  and  educational  upbuilding,  but 
if  Vanderbilt  University  had  done  nothing  else  for  Missouri  than 
to  give  her  her  distinguished  Governor,  the  chairman  on  this 
occasion,  I  should  feel  that  I  might  justly  claim  a  welcome  at 
your  board.  It  is  very  pleasant  to  me  that  this  fact  has  already 
been  alluded  to  by  the  chairman,  showing  that  he  is  as  proud  to 
acknowledge  his  alma  mater  as  I  am  pleased  to  claim  him  in  your 
presence  now. 

I  am  supposed  to  speak  for  the  institutions  of  the  South. 
My  clients  are  numerous,  and  extend  from  the  Atlantic  to  the 
Pacific,  from  the  Ohio  to  the  Rio  Grande.  They  represent  in- 
stitutions of  every  kind  and  connection,  of  every  style  of  origin 
and  history,  of  every  present  and  previous  condition  of  poverty, 
servitude  and  lassitude.  The  term  "university"  has  gradually  be- 
come restricted  in  meaning,  but  in  the  South  we  have  universities 
that  by  charter  are  destined  to  prepare  students  for  entrance  to 
college.  For  a  hundred  years  the  South  has  been  a  fruitful  field 
for  the  establishment  of  denominational  institutions.  Our  people 
have  clung  to  the  old  ways  and  lived  the  simple  life,  have  fre- 
quented the  old  meeting  house  and  lent  themselves  readily  to  the 
plans  of  others  pertaining  to  things  educational  as  well  as  re- 
ligious. Perhaps  you  have  heard  the  definition  of  a  southern 
gentleman:  that  he  is  a  man  who  treats  his  wife  with  flattering 
gallantry,  who  reads  eighteenth  century  literature  if  he  reads  at 


INAUGURATION  OF  PRESIDENT  HILL  23 

all,  who  goes  to  church  every  Sunday  and  believes  everything  in 
the  Bible,  who  eats  hot  biscuits  and  sweet  potatoes,  and  always 
votes  the  Democratic  ticket. 

But  the  South,  too,  has  been  and  is  active  in  educational 
matters  under  the  control  of  the  State.  The  first  state  universi- 
ties were  established  in  the  South.  It  is  only  the  fact  of  our  years 
of  distress  that  has  caused  Southern  institutions,  representing 
Southern  states,  to  lag  behind  in  the  great  educational  race  that  has 
been  led  by  these  splendid  institutions  of  the  West  and  Middle 
West.  We  are  doing  better  now,  however,  and  every  state  in  our 
territory  from  Virginia  to  Texas  is  granting  larger  appropriations 
for  its  universities.  Every  state  i£  building  new  buildings,  en- 
larging its  faculty  and  enlarging  its  dominion.  In  that  fight  I 
desire  to  acknowledge  the  assistance  we  have  received  from  the 
splendid  example  of  the  State  of  Missouri.  What  you  have  done 
in  the  past  twenty  years  in  erecting  new  buildings,  in  drawing 
students  by  the  hundreds  and  thousands  to  your  halls,  in  increasing 
your  facilities  and  the  number  of  your  professors,  in  extending 
your  influence  from  one  end  of  the  country  to  the  other,  has 
brought  to  us  at  some  moments  a  feeling  of  despair;  but  again 
it  has  been  a  ringing  challenge  to  us  and  a  strong  comfort.  And 
not  only  has  your  progress  locally  been  marked,  but  no  less  worthy 
of  mention  on  this  occasion  has  been  the  splendid  influence  that 
has  gone  out  from  this  institution  over  the  State — that  has  caused 
the  upbuilding  of  hundreds  of  high  schools  able  to  prepare  stu- 
dents for  the  University.  That  you  have  done  these  things,  my 
friends,  is  not  merely  because  you  have  a  great  state,  a  wealthy 
state,  a  progressive  state,  but  these  things  have  been  done  in  the 
last  score  of  years,  in  my  opinion,  chiefly  because  you  have  had 
a  great  educational  leader  at  the  head  of  this  movement.  This 
hour  should  be  for  him  an  hour  of  triumph.  Some  of  us  still 
have  tasks,  heavy  tasks,  ahead  of  us ;  most  of  us  have  much  work 
yet  to  do  before  we  can  be  entitled  to  any  praise;  but  the  rec- 
ord that  he  has  made  in  the  past  twenty  years  is  enough  to  satisfy 
any  man,  and  enough  to  make  his  name  remembered  in  the  annals 
of  this  institution  so  long  as  men  cherish  history. 


34  UNIVERSITY  OF  MISSOURI 

So  we  bring  our  congratulations  to-day  for  what  has  been 
accomplished,  and  express  our  confidence  in  the  great  work  that 
is  being  done  and  our  admiration  for  this  state  and  its  loyal  and 
magnificent  institutions.  As  Missouri  grows  in  wealth,  this  in- 
stitution will  develop,  its  resources  will  still  increase,  and  its  in- 
fluence will  extend.  The  wise  policy  of  the  past  twenty  years 
is  endorsed  again  to-day  when  the  university  calls  to  its  leadership 
a  man  skilled  in  affairs  of  the  inner  life  of  a  university,  recog- 
nizing the  worth  of  scholarship,  and  yet  in  touch  with  the  larger 
life  that  a  university  must  feel  in  order  to  prosper;  knowing 
books,  and  yet  knowing  men ;  loving  his  students,  yet  loving  them 
because  he  sees  in  them  the  possibilities  of  a  larger  life  and  a 
larger  service  that  they  must  render  to  the  world  at  large.  I 
congratulate  you  that  you  have  called  to  your  service  a  man 
worthy  to  follow  President  Jesse,  and  worthy  to  lead  this  great 
institution  to  still  higher  attainments.  Wide  are  your  fields,  but 
wider  will  be  the  influence  of  this  institution.  Rich  are  the  prod- 
ucts of  your  farms,  but  richer  still  will  be  the  productions  of  the 
intellectual  life  that  is  nurtured  here.  Persistent  and  powerful 
are  the  currents  of  your  mighty  rivers,  but  still  more  persistent 
and  more  powerful  will  be  that  current  of  influence  that  swells 
and  pushes  from  these  walls  and  lifts  up  all  the  Commonwealth 
to  a  higher  level.  Institutions  for  higher  learning  are  immortal. 
They  never  die;  they  cannot  die.  They  live  in  lives  ennobled 
and  blessed.  They  live  in  thoughts  sublime,  that  pierce  the  night 
like  stars,  and  urge  men's  souls  to  vaster  issues.  They  live  in 
great  discoveries  that  create  a  new  heaven  and  a  new  earth.  They 
live  in  society  uplifted,  in  the  Kingdom  of  God  descending  to 
dwell  among  men.  We  whose  lives  are  set  amid  tasks  like  these 
count  not  our  labors  in  terms  of  material  progress  but  of  spiritual 
life.  All  the  world  is  our  field,  all  truth  is  our  creed,  all  nature 
our  temple,  all  mankind  our  brethren,  all  time  our  life  period. 
Parties  may  pass  and  re-pass,  kingdoms  may  wax  and  kingdoms 
may  wane,  cities  may  rise  and  crumble  into  dust,  but  the  work 
of  universities  will  abide.     They  build  their  monuments  in  the 


INAUGURATION  OF  PRESIDENT  HILL  2$ 

ascending  steps  that  lead  from  the  lowest  vale  of  human  endeavor 
to  the  golden  arch  of  heaven's  portal. 

It  is  to  this  task,  Mr.  President,  that  you  have  been  called 
to-day.  May  your  life  expend  itself  in  this  glorious  service,  and 
may  your  administration  of  this  institution  have  the  splendid 
distinction  of  leading  a  great  commonwealth  in  its  onward  trium- 
phal march. 


36  UNIVERSITY  OF  MISSOURI 

ADDRESS  OF  GREETING  BY  GEORGE  EDWTN  MAC- 
LEAN, LL.  D.,  PRESIDENT  OF  THE  STATE  UNIVER- 
SITY OF  IOWA,  ON  BEHALF  OF  THE  UNIVERSI- 
TIES OF  THE  WEST 

Your  Excellency,  Mr.  President,  Gentlemen  of  the  BoarS  of  Cu- 
rators, Mr.  Ex-President,  Distinguished  Guests,  Fellow 
Craftsmen  of  the  Facidty,  Alumni,  Fellou)  Students,  Boys 
and  Girls: 

Your  professor  of  rhetoric  will  acknowledge  that  that  was  a 
climax.  We  are  here  to-day  because  not  only  what  has  been  said 
of  President  Jesse  is  true,  but  because  we  of  the  other  states, 
professors  and  presidents,  love  President  Jesse.  And  we  never 
meet  without  saying  "How  is  dear  old  President  Jesse?"  And 
as  of  Sir  Christopher  Wren,  the  architect  of  St.  Paul's,  it  is  said, 
"If  you  would  see  his  monument,  look  about  you,"  so  we  say  of 
President  Jesse.  We  are  also  here  to-day  because  we  love  Pres- 
ident Hill.  His  works,  too,  already  follow  him.  Three  Western 
states  in  which  he  has  labored,  Wisconsin,  Nebraska,  and  Mis- 
souri, to-day  bring  their  trophies  of  his  success  as  a  teacher  and  as 
a  leader  of  men.  We  delight  to  be  chained  to  his  chariot  wheels 
as  he  goes  to  his  Capitoline  in  his  great  triumphal  procession, 
and  to  acclaim  him  as  the  man  beloved,  as  the  man  who  has  al- 
ready accomplished,  and  the  man  of  the  greatest  promise  among 
us. 

You  will  pardon  me  if  I,  like  his  great  master  Schurman, 
also  bear  personal  witness  to  his  power.  At  the  head  of  the 
great  department  of  philosophy  in  the  University  of  Nebraska, 
it  was  my  privilege  to  work  with  him  and  to  see  the  signs  of  his 
coming  greatness.  Oh,  you  Missourians  no  longer  need  to  be 
shown;  you  have  simply  forestalled  Nebraska  who  to-day  hunts 
for  a  chancellor.  And  we  are  here  because  we  admire  (this 
great  audience  makes  it  embarrassing  to  use  the  word  love) 
an  alumna  of  Cornell  University,  a  doctor  of  philosophy,  the 
worthy  helpmeet  of  your  new  president,  Mrs.  Hill.     We  bring 


INAUGURATION  OF  PRESIDENT  HILL  27 

them  our  greetings  on  this  marriage  occasion  to  which  Presi- 
dent Schurman  has  referred,  and  some  of  us  are  so  happy  that 
in  making  a  prayer  at  this  wedding  we  may  go  as  far  as  did  the 
old  Scotch  minister.  He  prayed  that  the  married  couple  might 
live  together  long  in  peace  and  happiness,  and  that  they  might 
attain  unto  that  felicity  where  they  neither  marry  nor  are  given 
in  marriage,  but  are  as  the  angels  in  heaven.  To-day  as  Dr. 
Hill  comes  back  to  this  faculty  of  which  he  has  been  a  part,  and 
as  all  the  University  stands  about,  we  feel  that  they  have  at- 
tained unto  that  condition. 

It  is  my  privilege,  in  a  word,  to  voice  the  sentiments  of  the 
universities  of  the  West,  from  an  expanse  of  country  from  the 
Ohio  and  Potomac  to  the  Golden  Gate — greater  than  the  Oriental 
Empire  in  its  glory.  There  are  seventy-six  universities  in  that 
territory,  having  ninety-three  thousand  students  enrolled  last  year. 
In  round  numbers  there  are  seven  thousand  trained  men  on  their 
staffs  of  instruction,  and  fifty-five  millions  of  annual  income,  av- 
eraging not  less  than  a  half  a  million  to  each  university.  This  in 
the  new  West !  Amid  these  universities  stand  some  of  the  greatest 
in  the  land  on  private  foundations,  and  as  we  of  the  state  uni- 
versities pass  them  we  say,  "The  Lord  bless  you !"  And  as 
they  pass  the  group  of  sister  state  universities  at  last  they 
are  ceasing  to  say  "godless  and  immoral."  Your  position  is 
clear.  The  motto  on  the  front  page  of  your  catalogue  begins, 
"Religion,  morality  and  knowledge" — the  trinity  of  state  univer- 
sities, as  sacred  as  in  any  private  institution.  The  state  univer- 
sities in  the  last  decade,  taking  fifteen  of  them  in  this  great 
Middle  West,  including  your  own,  have  reversed  the  position  of 
being  sixteen  thousand  in  attendance  behind  the  great  fifteen  At- 
lantic seaboard  universities,  to  that  of  being  sixteen  thousand 
ahead  of  them.  Thus  rapidly  are  the  state  universities  fulfill- 
ing the  prophecy  of  Harper  on  his  dying  bed.  He  said,  "The 
heritage  of  the  future  belongs  to  the  state  universities.  They 
are  the  significant  development,  the  most  significant,  of  American 
democracy."    To-day  in  bringing  greetings  we  come  (I  was  about 


28  UNIVERSITY  OF  MISSOURI 

to  say  to  Democratic  Missouri) — yes  to  democratic  Missouri, 
democratic  in  the  non-partisan  sense  as  we  all  strive  in  America 
to  be,  realizing  that  to-day  you  add  a  new  recruit,  yet  a  tried 
one,  for  the  burden  bearing  of  the  democracy  of  the  Union  as 
represented  in  its  forty-two  state  universities.  And  these  uni- 
versities of  the  West,  public  and  private,  have  especially  in  the 
last  decade  developed  not  only  that  of  which  we  shall  hear,  the 
utilitarian  side,  the  magnificent  agricultural  side;  but  they  have 
developed  specifically,  many  of  them,  great  graduate  schools  as 
well  as  great  schools  of  applied  science.  The  old  classics  still 
flourish,  and,  in  this  Western  Missouri,  great  organizations  like 
the  Classical  Association,  the  Modern  Language  Association, 
the  Philosophical  Association  have  sprung  up.  And  so  with 
humility  and  with  thanks  to  God,  knowing  that  these  universities 
stand  for  these  things,  stand  as  almost  the  last  resort  of  freedom 
and  of  truth  in  America,  too  often  tyrannized  over  even  by  public 
opinion,  may  we  not  say,  in  the  words  of  Whittier : 

We  cross  the  prairie  as  of  old 
The  Pilgrims  crossed  the  sea, 
To  make  the  West,  as  they  the  East, 
The  homestead  of  the  free. 


INAUGURATION  OF  PRESIDENT  HILL  39 

ADDRESS  OF  GREETING  ON  BEHALF  OF  THE 
SCHOOLS  OF  MISSOURI,  BY  THE  HONORABLE 
HOWARD  A.  GASS,  STATE  SUPERINTENDENT  OF 
PUBLIC  SCHOOLS 

It  is  a  high  honor  to  speak  on  this  occasion  and  to  extend 
greetings  in  behalf  of  the  public  school  system  of  Missouri — 
a  system  that  is  not  ideal,  but  yet  holds  honorable  place  in  the 
sisterhood  of  states.  Our  great  Commonwealth  is  constantly  grow- 
ing greater,  and  our  school  system  is  keeping  pace  with  the  State's 
magnificent  material  development.  Missouri  has  wrought  might- 
ily and  achieved  wonderfully  in  the  past.  She  stands  to-day  the 
peer  of  most  and  excelled  by  few  in  the  galaxy  of  states.  Our 
school  system,  established  half  a  century  ago,  has  grown  with  our 
growth  and  strengthened  with  our  strength.  But  much  as  has 
been  accomplished,  and  proud  as  we  are  of  our  progress,  there 
still  remain  other  heights  to  climb,  better  things  to  be  secured, 
greater  victories  to  be  won. 

The  scheme  embraces  the  complete  education  and  training 
of  the  child  from  the  rural  and  grade  schools,  through  the  high 
school,  the  normal  school  and  the  University.  The  way  is  open 
to  all,  and  all  are  invited  and  urged  to  enter  and  share  the  privi- 
leges and  advantages  offered.  But  entrance  is  not  alike  easy  to 
all,  and  since  there  are  many  who  cannot  avail  themselves  of  all 
the  opportunities  offered,  the  work  of  each  grade  should  be  so 
thorough  that  he  who  finds  himself  unable  to  go  further  shall 
have  ability  to  cope  successfully  with  life's  duties  as  he  meets 
them. 

My  greetings  are  from  the  great  body  of  workers  in  our 
educational  system  to  its  respected  and  honored  head.  On  behalf 
of  the  ten  thousand  earnest,  faithful  rural  teachers  and  the  six 
thousand  wide-awake,  capable,  town  and  city  teachers  who  are 
solving  the  problem  of  bringing  the  school  and  home  life  of  our 
people  in  close  touch  with  the  wants  and  needs  of  the  race;  and 


30  UNIVERSITY  OF  MISSOURI 

on  behalf  of  the  eight  hundred  thousand  healthy,  handsome  girls 
and  boys  who  are  taufrht  by  this  faithful  band,  I  greet  you. 

On  behalf  of  our  excellent  normal  schools,  teachers'  colleges 
of  first  rank,  presided  over  by  as  capable  faculties  as  can  be  found 
anywhere;  and  on  behalf  of  their  students  numbering  several 
thousand  of  the  brightest  and  best  young  men  and  women  in  the 
Commonwealth,  I  greet  you. 

On  behalf  of  all  these,  I  greet  this  great  institution  of  learn- 
ing, which  offers  special  technical  and  professional  instruction 
and  training  of  the  highest  order.  I  greet  this  cap-sheaf  of  Mis- 
souri's educational  system.  I  greet  this,  the  greatest  university 
in  the  Middle  West,  an  institution  whose  wonderful  growth  dur- 
ing the  past  decade  has  been  the  marvel  of  the  times.  I  greet  its 
faculty  of  more  than  two  hundred  experts,  its  student  corps  and 
alumni  of  thousands  of  noble  men  and  women.  I  greet  its  dis- 
tinguished ex-president.  Dr.  Richard  Henry  Jesse,  noble.  Chris- 
tian, manly  man,  to  whose  unwavering  devotion  and  untiring 
energy  is  due,  more  than  to  any  other  one  person,  the  exalted  po- 
sition this  institution  now  occupies.  Finally,  I  greet  its  new 
president,  Dr.  Albert  Ross  Hill,  in  whose  great  ability,  kind  heart, 
boundless  enthusiasm,  and  sterling  worth  the  people  of  Missouri 
have  an  abiding  faith.  May  this  institution.  Sir,  great  as  it  is, 
grow  and  prosper  under  your  administration,  even  more  rapidly 
than  in  the  past.  May  it  increase  in  power  and  efficiency  and  in- 
fluence until  it  shall  stand  the  peer  of  any  university  in  the  Un- 
ion. 


INAUGURATION  OF  PRESIDENT  HILL  31 

ADDRESS  OF  GREETING  BY  THE  REVEREND  JOSEPH 
ADDISON  THOMPSON,  D.D.,  PRESIDENT  OF  TAR- 
KIO  COLLEGE,  ON  BEHALF  OF  THE  COLLEGES  OF 
MISSOURI 

Friends  zvho  have  gathered  together  on  this  auspicious  occasion: 
There  has  been  for  a  good  many  years  in  our  State  an 
association  of  colleges  and  universities.  This  has  met  annually, 
and  sometimes  on  special  occasions,  for  the  purpose  of  con- 
sidering suggestions  which  were  of  mutual  interest  to  these 
institutions.  The  State  University  has  had  its  place  in  this  asso- 
ciation. Washington  University  in  St.  Louis,  and  St.  Louis 
University  have  also  had  their  places,  and  in  connection  with  these 
have  been  seven  other  colleges.  I  speak  to-day  particularly  in 
behalf  of  these  colleges. 

These  colleges  have  a  history  which  is  bound  up  with  the 
history  and  development  of  educational  institutions  in  the  state. 
Our  history  begins  with  the  foundation  in  1849  ^^  the  oldest  of 
these  colleges,  Central  College,  at  Fayette,  Mo.  From  that  time 
until  the  year  1886  there  have  been  established  additional  col- 
leges until  now  there  are  seven  included  in  this  association.  I 
should  perhaps  say,  so  that  you  may  understand  wdiy  the  limits 
are  as  they  are,  that  this  association  has  established  by  agreement 
certain  conditions  upon  which  institutions  may  be  admitted  to 
membership.  These  include  a  certain  amount  of  endowment,  a 
certain  number  of  teachers  who  are  employed  in  teaching  col- 
lege w'ork  distinctively,  and  certain  other  requirements  which 
have  limited  the  number  of  institutions  in  the  association.  This 
association,  and  the  policy  which  has  naturally  been  adopted  as 
these  institutions  have  grown  and  developed,  have  brought  into 
very  close  touch  the  colleges  of  the  State  and  the  LTniversity. 
Our  State  Superintendent  of  Public  Instruction  has  just  acknowl- 
edged for  the  State  itself  the  leadership  of  the  University.  It 
might  be  said  possibly  that  the  State  Superintendent  himself  would 
have  the  leading  position,  the  leading  educational  position  in  the 
3 


32  UNIVERSITY  OF  MISSOURI 

State,  yet  when  we  reflect  that  that  position  is  an  elective  position 
which  a  single  individual  may  fill  for  a  short  time  at  best,  I  think 
we  are  all  ready  to  recognize  that  the  man  who  holds  the  po- 
sition in  which  Dr.  Hill  is  to  be  placed,  who  holds  this  position 
easily  and  rightfully,  holds  the  position  which  all  of  us  must 
agree  is  the  first  educational  position  in  the  State  of  Missouri. 
We  are  glad,  then,  to  acknowledge  the  leadership  of  Dr.  Hill 
because  of  the  position  which  he  will  hold  as  President  of  the 
University  of  Missouri. 

Educational  institutions  have  grown  up  until  the  universities, 
as  has  been  said  by  the  state  university  presidents  who  have 
spoken  to  you  to-day  in  behalf  of  the  universities  they  represent, 
do  hold  a  position  as  leaders.  The  vast  numbers  of  students 
who  throng  to  the  halls  of  these  universities,  the  faces  which  are 
being  turned  toward  them,  the  positions  filled  by  their  graduates — 
all  these  indicate  the  fact  that  there  is  now  and  is  to  be  in  the 
future  a  great  position,  the  greatest  in  our  land,  occupied  by  these 
institutions.  The  problem  is  what  to  do  with  the  vast  numbers 
of  students  who  throng  to  their  halls.  Years  ago,  under  the  pres- 
idency of  President  Jesse,  the  University  cut  off  its  preparatory 
school.  There  was  no  necessity  for  it  to  continue  to  prepare  stu- 
dents for  university  work.  The  presidents  of  the  universities 
to-day  are  questioning  the  advisability  of  admitting  students  just 
entering  upon  a  college  career.  Some  are  sending  out  letters 
to  the  colleges  in  their  states  asking  that  they  make  special 
effort  to  secure  young  men  and  women  who  are  entering  the 
freshman  and  sophomore  years  and  to  give  them  the  necessary 
training.  They  say  that  they  cannot  take  care  of  these  young 
men  and  women. 

I  speak  in  behalf  of  those  institutions  that  will  gladly  bear 
their  share  of  the  educational  burden  of  the  State,  of  institutions 
who  ask  that  the  State  give  to  them,  and  who  believe  that  the 
State  will  give  to  them  under  the  administration  of  Dr.  Hill,  a 
position  and  a  recognition  which  has  not  been  given  their  work 
and  their  institutions  in  the  years  that  are  past.     The  State  of 


INAUGURATION  OF  PRESIDENT  HILL  33 

Missouri  needs  all  the  endowed  institutions  within  its  borders.  It 
needs  more  than  are  located  within  its  borders.  If  you  will  no- 
tice, the  educational  institutions  have  clung  closely  to  the  river. 
The  population  has  determined  that.  There  is  but  one  institution, 
one  institution  among  the  ten  connected  with  the  Missouri  Col- 
lege Union,  which  is  located  fifty  miles  from  the  Missouri 
River.  I  say  to  you  to-day  that  there  is  need,  a  very  great  need, 
in  certain  great  districts  of  this  State  of  Missouri  for  colleges  am- 
ply equipped  and  endowed  to  do  the  educational  work  which  ought 
to  be  done.  I  say  to  you  to-day  that  there  is  ample  room  for  a 
large  number  of  colleges,  well  endowed,  well  manned,  well  equip- 
ped, in  addition  to  the  institutions  already  existing  in  this  State. 

I  want  to  speak  a  word  in  behalf  of  the  administration  which 
has  just  gone  out.  I  want  to  express  my  admiration  for  the 
man  who  has  been  so  highly  praised  on  this  occasion.  What  has 
been  said  has  been  well  said.  The  language  is  not  the  language 
of  the  flatterer.  Those  who  are  connected  with  the  other  institu- 
tions of  the  State  recognize  the  fact  that  to  Di.  Jesse  we  are  in- 
debted for  a  great  advance  in  the  educational  system  of  the  State. 
We  of  the  colleges  realize  that  we  are  indebted  to  him  for  bringing 
into  close  touch  the  State's  manifold  educational  interests.  We 
anticipate  that  under  the  coming  presidency  of  Dr.  Hill  there  will 
also  be  a  great  advance — a  greater  advance.  Some  of  the  prob- 
lems which  have  been  unsolved  by  the  administration  just  going 
out,  some  new  problems  which  may  come  to  the  life  of  this  State, 
will  be  met,  and  we  believe  successfully  met,  by  this  new  president. 

I  wish  in  expressing  the  greetings  of  the  colleges  to  Presi- 
dent Hill  to  say  that  he  already  comes  to  his  place  among  the 
educational  institutions  with  the  hearty  love  and  admiration  of 
every  man  connected  with  these  institutions.  We  have  known 
him  in  the  years  that  are  past,  we  have  admired  him  as  an  educa- 
tor and  appreciated  his  ability  as  an  administrator,  we  have  be- 
lieved that  he  was  the  right  man  when  the  Board  of  Curators 
elected  him  to  the  great  position  to  which  they  have  chosen  him ; 
and,  more  than  this,  we  have  loved  and  admired  him  as  a  man. 


34  UNIVERSITY  OF  MISSOURI 

Underneath  his  scholarship,  his  abiUty  as  an  educator,  we  find 
manhood — that  great  fundamental  quality  which  will  give  him 
power  not  only  in  dealing  with  the  students,  the  graduates,  the 
Curators  of  this  University,  with  the  people  of  this  great  State, 
but  with  every  man  who  comes  in  contact  with  him.  It  is  sterling 
Christian  manhood  which  we  delight  to  find  in  the  man  who  is  to 
be  the  leader  of  the  educational  interests  of  this  State. 

I  bring  him  greetings  on  behalf  of  the  colleges  of  the  State 
of  Missouri. 


INAUGURATION  OF  PRESIDENT  HILL  35 

ADDRESS  OF  GREETING  ON  BEHALF  OF  THE  STU- 
DENTS OF  THE  UNIVERSITY,  BY  WILLIAM  WAL- 
TON WRIGHT  OF  THE  CLASS  OF  1909 

No  institution,  no  organization,  no  enterprise  of  any  sort  can 
exist  or  be  successful  without  a  head,  without  one  directing 
mind.  There  must  be  unity,  there  cannot  be  discord.  All  effort 
must  be  directed  towards  one  point,  if  the  greatest  progress  is  to 
result.  In  every  walk  of  life  we  find  the  search  for  the  right  man 
to  fill  the  all  important  position  is  going  on.  Happy  is  the  Uni- 
versity of  jMissouri  in  securing  as  its  leader  one  whom  nature, 
training  and  choice  have  made  a  man  in  the  fullest  measure, 
a  man  whose  intellectual  and  moral  status  is  a  source  of 
just  pride  to  all  associated  with  him,  a  man  whose  broad  human 
sympathies,  whose  insight  into  and  regard  for  mankind  make  him 
the  friend  of  the  rude  and  uncouth  as  well  as  of  the  refined 
and  cultured,  a  man  whose  genial  disposition,  love  of  fairness. 
and  knowledge  of  conditions  permit  him  to  reach  all  of  every 
class.  Such  a  man  has  surely  come  into  his  own  at  the  head  of  a 
great  educational  institution. 

Closely  allied  with  the  president  in  his  work  is  the  faculty. 
In  the  strength  of  this  body,  having  upon  its  roll  members 
whose  devotion,  whose  integrity,  and  whose  high  standards  can 
not  be  questioned,  this  institution  has  been  especially  blest.  Such 
a  faculty  must  be  maintained,  added  to  and  supported ;  never  di- 
minished or  weakened.  Changes  and  losses  will  occur;  knowing 
this  it  behooves  us  the  more  to  use  the  greatest  vigilance  in  pre- 
vention and  the  greatest  diligence  in  replacement  when  the  emer- 
gency arises. 

While  the  designing,  the  directing,  and  the  execution  of  the 
policies  of  the  University  lie  with  the  president  and  the  faculty, 
upon  the  student-body  rests  the  privilege  of  compliance  and 
obedience.  Here  there  needs  concerted  action  also.  Not  but 
that  individual  interests  and  tastes  vary  widely.  Not  but  that 
rivalries  and  contests  will  exist,  but  these  if  carried  on  in  the 


36  UNIVERSITY  OF  MISSOURI 

right  spirit,  are  helpful.  Still  prevalent  must  be  a  unity  of 
purpose  in  the  upbuilding  of  our  University.  Among  the  students 
a  genuine  college  spirit  must  be  found.  Not  the  college  spirit 
of  promises  unkept  or  resolutions  disregarded;  not  the  college 
spirit  of  the  boastful,  the  blatant,  the  verbose.  But  the  college 
spirit  of  deeds  done,  of  results  attained,  of  battles  fought,  of 
strife  for  the  right.  College  spirit  is  spoken  of  so  frequently 
that  we  are  apt  to  give  less  attention  and  attach  less  importance 
to  it  than  it  deserves.  The  spirit  which  avails  is  the  kind  that 
causes  a  sacrifice  upon  the  part  of  him  possessing  it.  A  college 
spirit  that  does  not  lessen  the  greatest  vice  in  the  world,  selfish- 
ness, that  is  not  conducive  to  the  production  of  helpfulness  in 
a  student's  relations  to  fellow-students  and  to  the  college,  has 
fallen  very  far  short  of  the  mark.  Perhaps  the  noblest  sentiment 
expressed  in  human  language  is  found  in  Lowell's  "Vision  of  Sir 
Launfal" : 

The  Holy  Supper  is  kept  indeed 

In  whatso  we  share  with  another's  need; 

Not  what  we  give,  but  what  we  share, 

For  the  gift  without  the  giver  is  bare. 

Who  gives  himself  with  his  alms  feeds  three, 

Himself,  his  hungering  neighbor,  and  me. 

A  mere  naked  gift  to  your  alma  mater  may  mean  nothing; 
it  may  even  be  detrimental.  But  when  you  determine  to  share 
wnth  it  the  best  of  your  life,  you  will  then  have  what  represents 
the  highest  type  of  college  spirit.  You  will  be  a  true  benefactor. 
In  the  best  book  ever  given  to  man  it  is  said,  "By  their  fruits  ye 
shall  know  them."  Have  you  love  for  your  college?  Manifest 
it  in  your  works.  Be  you  bearers  of  sheaves  that  it  may  be  said 
of  you  in  that  day,  "Well  done  thou  good  and  faithful  servant." 
Above  all  things  let  not  worldly  gain,  self-aggrandizement,  or  the 
love  of  praise  from  man,  enter  to  rob  you  of  the  joys  of  an  un- 
selfish loyalty  to  your  college,  and  it  of  the  reward  of  having 
a  true,  a  loving,  a  devoted  friend.  To  Dr.  Albert  Ross  Hill, 
whom  we  delight  to  honor,  we  are  glad  to  commend  our  inter- 
ests. 


INAUGURATION  OF  PRESIDENT  HILL  j 

ADDRESS  OF  GREETING  ON  BEHALF  OF  THE  ALUMNI, 
BY  THE  HONORABLE  ROBERT  BURETT  OLIVER, 
OF  THE  CLASS  OF  1877 

Mr.  Chairman,  Ladies  and  Gentlemen : 

This  must  ever  be  a  memorable  day  in  the  history  of  the 
University.  It  is  the  inauguration  of  the  eighth  president;  and 
yet  the  University  is  less  than  three  score  and  ten  years  of  age — 
the  allotted  life  of  man. 

What,  say  you,  does  this  change  in  presidents  mean?  Does 
it  mean  strife  within  the  State?  Does  it  mean  unwise  manage- 
ment on  the  part  of  the  Board  of  Curators?  We  answer  frankly, 
and  in  the  order  of  the  questions. 

There  has  been  strife  within  the  State.  For  fifty  years  it 
was  a  struggle  to  live.  For  fifty  years  a  small  number  of  brave, 
patient,  patriotic  men  led  the  fight  for  higher  education — for  a 
great  State  University.  For  forty-three  years  the  State,  from 
some  cause,  no  matter  what,  refused  to  erect  a  single  building 
for  teaching  purposes  on  this  campus.  But  I  am  glad  to  tell 
you  that  that  is  not  the  condition  in  the  State  to-day,  Sir.  Elim- 
mate  the  President's  House,  the  Agricultural  Building,  the  mag- 
nificent old  columns — monuments  to  the  Fathers — and  every  brick 
and  stone  that  we  see  about  us  to-day  has  been  wrought  and  cut 
within  the  last  eighteen  years — during  the  administration  of  Pres- 
ident Richard  Henry  Jesse. 

So  strife  within  the  State  is  ended.  These  solid  and  imposing 
buildings  on  every  side  of  us  attest  it.  Peace,  contentment,  pride 
and  a  glorious  satisfaction  reign  throughout  the  State.  Three 
thousand  loyal  alumni,  leaders  of  thought  in  every  county  of  this 
imperial  State,  demand  that  that  peace  shall  continue  forever.  A 
lofty,  patriotic  public  sentiment  prevails  throughout  the  Com- 
monwealth to-day;  and  hereafter  no  narrow,  selfish  demagogue 
will  dare  deny  the  University's  usefulness  or  attempt  to  discredit 
its  contributions  to  the  State  and  Nation.  We,  therefore,  answer 
your  first  question.  No. 


38  UNIVERSITY  OF  MISSOURI 

The  Board  of  Curators  may  have  erred  at  times,  may  have 
been  wanting  in  wisdom  at  times.  Its  members  may  not  have 
always  been  selected  and  appointed  because  of  love  for  the  ad- 
vancement and  glory  of  the  University.  We  concede  that  the  Board 
has  had  weak  men,  sometimes  designing  and  selfish  men,  upon 
it;  but  as  a  whole,  as  a  unit,  let  it  be  said  now  and  forever,  that 
no  state,  corporation  or  cestui  que  trust,  ever  had  a  more  intelli- 
gent, faithful,  generous,  self-sacrificing  body  of  men  to  serve  as 
officers  or  trustees  than  the  Board  of  Curators  of  the  University. 
Illustrious  names,  some  ex-members  of  the  national  Cabinet,  ex- 
Governors,  statesmen,  orators,  lawyers,  scholars,  artists,  bankers, 
business  men,  philosophers,  philanthropists — Missourians,  patri- 
ots all! 

Who  will  say  that  these  men  do  not  love  our  University? 
Who  will  say  that  these  men  have  not  given  of  their  time,  their 
talents  and  their  means  to  make  our  University  great?  Who 
will  say  that  such  a  body  of  men  is  not  able  to  manage  the  Uni- 
versity and  to  direct  its  affairs  and  to  present  its  needs  to  the 
people  of  the  State? 

Further,  the  Board  of  Curators  may  have  made  mistakes, 
but,  as  I  look  back  over  sixty-eight  years  of  their  service  and 
note  the  delicate  duties  they  have  performed,  the  difficult  prob- 
lems they  have  so  wisely  solved,  and  observe  the  magnificent  re- 
sults obtained,  I  am  persuaded  to  believe  they  walked  not  in  the 
shadow  of  human  wisdom  alone,  but  in  the  sight  of  Him  who 
said,  "Let  there  be  Light." 

Under  the  constitution  and  laws  of  our  State  the  tenure  of 
office  of  President  of  the  University  is  not  so  secure  as  many  of 
us  would  like  to  see  it,  not  so  far  from  the  small  politicians  as 
we  would  like  to  have  it.  Time  was  when  presidents  here,  no 
matter  how  able — and  they  were  all  able — changed  about  as  often 
as  the  Governors  of  the  State.  But  thanks  to  an  intelligent  public 
press,  and  a  united  alumni  in  every  county  of  the  State,  that  con- 
dition will  never  exist  again.  Mr.  President,  I  want  to  empha- 
size the  fact  that  this  University  belongs  to  the  people  of  the 


INAUGURATION  OF  PRESIDENT  HILL  39 

State— not  to  the  politicians  and  place  hunters.  It  is  an  asset  of 
the  State,  the  most  precious  of  her  belongings,  and  woe  to  him 
who  dares  to  debase  it,  and  to  make  it  a  place  of  reward  for 
some  political  boss. 

We,  her  children,  love  her  because  she  taught  us  what  free- 
dom of  conscience  is.  We  love  her  because  she  is  the  property 
of,  and  is  supported  by,  all  the  tax  payers  of  the  State.  And  al- 
though the  plan  for  her  government  and  the  mode  of  election  of 
her  president  and  faculty  are  not  without  fault,  nevertheless  we 
love  her  because  she  is  governed,  and  her  president  and  faculty 
are  elected,  by  a  Board  of  Curators  appointed  and  confirmed  by 
the  officers  of  the  people  of  the  State. 

This,  Sir,  is  the  great  difference  between  a  state  university 
and  a  university  founded  and  supported  by  private  gifts.  Now 
and  then  a  weak,  puny,  partisan  Governor  or  managing  board 
may  attempt  to  dictate,  may  attempt  to  direct  or  to  interfere  with 
political  and  religious  freedom  in  a  state  university;  but  the 
abuse,  if  tolerated  at  all,  is  soon  checked  and  corrected.  This 
independence  of  thought,  this  freedom  of  political  and  religious 
opinion,  is  essential  to  our  people  and  the  future  of  the  University. 
These  priceless  privileges  may  not,  it  seems,  be  enjoyed  by  all  the 
faculty  in  all  the  privately  endowed  universities  of  the  nation. 
Here,  if  we  are  true  to  our  trust,  no  private  contributor,  no  com- 
bination of  givers,  however  pressing  our  needs,  however  great  the 
gifts,  can  shackle  or  suborn  the  expression  of  the  truth,  fetter  the 
conscience,  shape  the  views  of  a  single  professor  or  direct  the 
course  of  study  to  suit  a  selfish  end. 

Time  forbids  a  further  discussion  of  this  subject  and  its  se- 
quence; but,  in  my  opinion,  the  perpetuity  of  our  Government, 
state  and  national,  depends  upon  our  holding  fast  to  these  princi- 
ples; and  the  better  these  principles  are  understood,  the  greater 
the  usefulness  of  the  University. 

And  now,  ]\Ir.  President,  in  behalf  of  the  entire  body  of 
alumni  of  this  institution,  I  bring  you  greetings  and  congratula- 
tions.    Some  of  us  live  in  every  county  in  this  great  State,  some 


40  UNIVERSITY  OF  MISSOURI 

of  US  have  homes  in  other  states,  territories  and  nations;  some  of 
us  have  attained  international  fame,  a  great  majority  have  won 
distinction  in  our  own  country  and  are  to-day  serving  State  and 
Nation,  but  a  still  greater  number  of  us  are  private  citizens  exert- 
ing an  influence  for  the  intellectual  uplift  of  the  people  with  whom 
we  live.  And  I  am  commissioned  by  them  all  to  pledge  to 
you,  Sir,  to  the  faculty,  and  to  the  Board  of  Curators,  our  hearty 
support  and  co-operation,  to  aid  you  in  making  this  University 
the  most  potent  and  useful  seat  of  learning  in  this  great  Miss- 
issippi Valley. 


INAUGURATION  OF  PRESIDENT  HILL  41 


ADDRESS  OF  GREETING  ON  BEHALF  OF  THE  FACUL- 
TIES OF  THE  UNIVERSITY,  BY  JOHN  CARLETON 
JONES,  LL.  D.,  DEAN  OF  THE  COLLEGE  OF  ARTS 
AND  SCIENCE 

Albert  Ross  Hill:  In  the  name  of  the  Council  of  the  University 
of  Missouri,  greeting. 

In  the  history  of  this  institution  there  have  been  two  notable 
periods  of  struggle  and  conquest.  The  first  of  these  fell  at  the 
very  beginning  of  the  administration  of  President  Laws.  The 
adoption  of  the  Constitution  of  1875  had  swept  away  with  one 
stroke  the  provision  for  stable  maintenance  of  the  University  and 
had  thrown  it  wholly  upon  the  generosity  and  liberality  of  the 
State.  It  was  confidently  thought  by  the  friends  of  higher  edu- 
cation that  the  recognition  of  the  University  in  the  new  Con- 
stitution securely  committed  the  State  to  its  support.  It  was 
found,  however,  that  the  provision  of  the  Constitution  for  the 
support  of  the  University  out  of  the  public  school  fund  was  looked 
upon  with  favor  neither  by  the  members  of  the  Legislature  nor 
by  the  people  of  the  State.  The  provision  that  the  public  school 
fund  should  allow  for  such  support,  and  that  the  exigencies  of 
the  case  should  determine  such  support,  was  the  bulwark  behind 
which  the  enemies  of  higher  education  took  refuge;  and  the 
report  of  the  Committee  on  Appropriations  just  thirty-one  years 
ago  provided  specifically  that  no  part  of  the  public  school  fund 
was  to  be  used  for  the  support  of  the  University  of  the  State,  be- 
cause the  public  school  fund  was  not  sufficient.  The  battle  for 
support  had  to  be  fought.  The  struggle  was  sharp  and  decisive. 
Before  the  adjournment  of  the  Legislature  of  1877,  the  State  was 
committed  to  the  permanent  support  of  its  highest  educational 
institution — not,  however,  as  a  part  of  the  public  school  system, 
but  as  a  part  of  the  State's  system  of  eleemosynary  institutions! 
From  that  time  until  now  the  State  has  supported  the  University 
with  ever  increasing  generosity  and  with  ever  growing  liberality. 


42  UNIVERSITY  OF  MISSOURI 

The  next  notable  struggle  fell  just  at  the  beginning  of  the 
administration  of  the  president  who,  crowned  with  honors,  laid 
aside  a  few  months  ago  the  robes  of  office.  I  like  to  call  this  the 
battle  for  position,  I  have  just  said  that  the  Constitution  provided 
for  the  support  of  the  State  University  out  of  the  public  school 
fund  of  the  State;  that  is,  the  Constitution  recognized  the  Uni- 
versity as  the  head  of  the  public  school  system  and,  as  such,  as 
being  entitled  to  support  from  the  same  common  fund.  This  po- 
sition, however,  was  one  which  could  not  be  won  by  legislative 
enactment  nor  by  constitutional  provisions.  The  administration 
just  closed  spent  much  effort  and  great  labor  in  winning  for 
the  institution  that  position  in  the  educational  system  of  the  State 
w^hich  it  now  holds.  This  has  been  gained  by  long,  persistent  and 
strenuous  endeavor.  It  is  because  of  the  services  of  this  institu- 
tion to  elementary  and  secondary  education  in  this  State  that  it 
is  now  recognized  as  the  head  of  the  State's  system  of  public 
instruction.  It  has  stimulated  the  high  schools  in  many  ways,  it 
has  aided  them  in  solving  their  problems,  and  it  has  helped  them 
to  improve  their  position  year  by  year.  An  important  point,  often 
overlooked  in  education,  is  that  the  stimulus  always  comes  down 
from  above;  that  it  is  always  the  University  that  lifts  up  the 
high  school  and  the  academy,  and  these  in  turn  that  lift  up  the 
elementary  school;  and  that  without  a  great  University  there 
can  be  neither  good  high  schools  nor  good  elementary  schools. 
Hence  in  fighting  the  battle  for  position  the  University  has  not 
only  benefited  itself,  but  it  has  rendered  to  secondary  and  elemen- 
tary education  benefits  which  cannot  be  told  in  words  nor  meas- 
ured in  figures. 

These  two  campaigns,  for  support  and  for  position,  ended 
in  splendid  success.  A  third  notable  struggle  now  awaits  us. 
For  lack  of  a  better  name,  I  shall  call  this  the  struggle  for  in- 
fluence. And  it  is  an  interesting  coincidence  that  as  the  struggle 
for  support  came  just  at  the  beginning  of  the  administration  of 
President  Laws,  and  that  for  position  just  at  the  beginning  of 
the   administration   of   President   Jesse,   so  the   struggle   for   in- 


INAUGURATION  OF  PRESIDENT  HILL  43 

fluence  is  beginning  at  the  very  outset  of  your  administration. 
The  task  which  lies  before  you  is  a  laborious  one,  and  yet  it  is 
one  that  must  fire  your  imagination,  quicken  your  pulse,  and 
arouse  your  mightiest  energies.  I  shall  not  be  understood,  I  am 
sure,  as  minimizing  the  magnificent  work  that  has  already  been 
accomplished  here,  if  I  say  that  the  University's  usefulness  has 
just  begun,  and  that  it  has  barely  laid  aside  its  swaddling  clothes. 
No  one  who  knows  its  history  can  doubt  that  a  great  future  awaits 
it.  The  cherished  child  of  a  rich  and  prosperous  state,  located 
in  the  center  of  this  magnificent  valley  of  the  Mississippi,  free 
from  all  sectarian  and  partisan  political  influence,  attracting  stu- 
dents from  the  North  and  South,  from  the  East  and  West  alike, 
it  has  the  opportunity  to  become  a  mighty  power  for  good,  a 
fruitful  source  of  knowledge  and  of  untold  service  to  this  Com- 
monwealth, to  this  Nation,  and  to  the  world.  To  guide  this  in- 
stitution to  its  destiny  is  the  glorious  task  that  is  awaiting  you. 
By  the  authority  of  the  Commonwealth  you  have  been  chosen  as 
the  leader  of  the  educational  forces  in  this  State.  You  have  been 
made  commander-in-chief  of  the  army  that  is  waging  the  battle 
against  ignorance,  against  vice,  and  against  crime  in  this  splendid 
Commonwealth.  In  behalf  of  all  the  faculties  of  the  University 
I  extend  to  you  our  hearty  greeting,  and  welcome  you  as  our 
leader  in  this  new  campaign  which  may  in  truth  be  said  to  be 
beginning  to-day.  In  welcoming  you  as  our  commander-in-chief, 
we  do  not  feel  that  we  are  tendering  allegiance  to  an  unknown 
leader.  For  four  years  we  had  the  opportunity  to  judge  of  your 
ability  as  a  leader,  of  your  skill,  of  your  justice,  and  of  your  power 
to  inspire  those  with  whom  you  come  in  contact  to  their  best  en- 
deavor. We  know  your  high  ideals  in  education,  your  conse- 
cration to  duty,  your  earnestness,  your  sincerity  and  your  integ- 
rity; and  knowing  these,  we  extend  to  you  a  hearty  greeting,  we 
bid  you  welcome,  and  we  pledge  to  you,  upon  the  honor  of  sol- 
diers, an  allegiance  which  shall  last  until  the  battle  is  over  and  the 
campaign  is  ended  and  we  have  been  mustered  out.  Under  your 
leadership  we  enter  into  the  struggle  that  awaits  us  with  fervid 


44  UNIVERSITY  OF  MISSOURI 

zeal,  with  earnest  purpose,  and  with  sure  confidence  that  you 
will  lead  us  on  to  victory,  and  that  when  the  campaign  is  ended 
the  University  of  Missouri  will  have  extended  its  influence  far 
and  deep  throughout  this  Commonwealth,  and  also  far  beyond  its 
confines. 


THURSDAY  AFTERNOON,  DECEMBER  TENTH 

ADDRESS 
OF  PRESIDENT  SCHURMAN 

The  Honorable  David  Rowland  Francis,  Presiding 


46  UNIVERSITY  OF  MISSOURI 

INTRODUCTION  BY  THE  CHAIRMAN 

The  commonwealth  of  letters  has  all  ages  and  all  time  for 
its  own.  The  field  of  learning  and  education  has  no  metes  and 
bounds  of  longitude  or  latitude.  We  have  observed  within  the 
past  few  years  that  Massachusetts  has  sent  to  Missouri  for  a 
president  of  its  Institute  of  Technology,  and  also  for  the  Institute 
of  Technology  at  Worcester.  It  happens  that  Missouri  in  send- 
ing to  Nova  Scotia  for  its  new  president  merely  followed  the 
example  of  Cornell;  for  the  great  university  of  New  York  also 
sent  to  one  of  the  provinces  of  Canada  for  a  child  of  the  Do- 
minion. Why  have  these  men,  who  were  educated  upon  two 
continents,  gone  beyond  the  limits  of  their  own  country  and 
turned  their  eyes  to  the  United  States  for  the  field  of  their 
labors  ?  We  can  only  account  for  it  by  believing  that  this  country 
aflforded  the  best  opportunities  for  such  talents  as  they  possess. 
We  felicitate  ourselves  upon  the  judgment  we  exercised  in  find- 
ing the  best  men  available  wherever  they  might  be  and  from 
whatever  race  they  might  have  sprung. 

The  address  this  afternoon  will  be  delivered  by  a 
distinguished  citizen  of  New  York,  a  man  who  is  not  only 
eminent  as  an  author,  but  who  has  gained  an  international  repu- 
tation as  an  educational  administrator.  Nor  is  his  eminence  con- 
fined to  the  labors  I  have  mentioned.  As  a  statesman  he  has 
been  called  upon  by  the  President  of  the  United  States  to  solve 
one  of  the  most  difficult  problems  ever  presented  to  our  National 
Government.  I  need  not  mention  his  name  for  I  am  sure  that 
the  promptings  of  your  heart  tell  you  that  I  allude  to  President 
Schurman,  of  Cornell  University.  I  should  like  to  have  the  honor 
of  presenting  to  you  the  orator  of  this  occasion,  but  our  President- 
elect, although  not  formally  installed,  is  sufficiently  known  to  you 
to  do  that  service  for  Dr.  Schurman,  his  old  friend;  and  I  will 
therefore  call  upon  Dr.  Hill  to  introduce  to  this  audience  the 
orator  of  the  occasion,  Dr.  Jacob  Gould  Schurman.    Dr.  Hill ! 


INAUGURATION  OF  PRESIDENT  HILL  47 

INTRODUCTION  BY  PRESIDENT  HILL 

Ladies  and  Gentlemen : 

The  Committee  on  Arrangements  desired  to  have  one  session 
of  this  two  days'  programme  devoted  to  a  discussion  of  educa- 
tional questions  without  so  strongly  personal  a  note  as  might  char- 
acterize the  other  sessions,  and  without  forcing  the  speakers  to 
govern  themselves  according  to  a  time  limit.  They  wished  to  pro- 
vide a  programme  that  would  be  general  in  its  character,  and  in 
which  the  speaker  should  represent  all  that  is  typical  in  American 
higher  education.  What  is  more  natural  than  that  they  should 
turn,  in  making  this  selection,  to  Cornell  University ! 
That  University  is  located  in  the  East,  but  its  spirit  is 
of  the  West.  It  draws  its  support  from  private  endowments,  but 
also  from  the  bounty  of  the  Federal  and  State  Governments,  and 
therefore  combines  in  a  unique  way  the  characteristics  of  all  the 
larger  universities  of  this  country.  And,  furthermore,  that  Uni- 
versity was  the  first,  probably,  in  the  country  to  exhibit  the  truly 
democratic  spirit  which  characterizes  the  state  universities  of  the 
Middle  West;  and  these  state  universities  have  drawn  much  of 
their  plans  and  models  of  work  from  Cornell  University. 

Furthermore,  they  found  in  the  President  of  that  University 
one  who  represents  the  highest  type  of  educator  in  the  country. 
It  was,  of  course,  a  matter  of  great  satisfaction  to  me  to  have 
the  honor  fall  upon  him,  not  only  because  Cornell  was  my  alma 
mater,  but  also  because  he  was  my  greatest  teacher.  I  there- 
fore take  great  pleasure  in  introducing  to  you  the  distinguished 
scholar,  orator,  and  statesman.  President  Jacob  Gould  Schurman. 


48  UNIVERSITY  OF  MISSOURI 

THE  IDEAL  OF  A   UNIVERSITY  IN  ITS  HISTORICAL 
DEVELOPMENT  AND  MODERN  SIGNIFICANCE 

ADDRESS  BY  JACOB  GOULD  SCHURMAN,  LL.  D. 
Prcsidetit  of  Cornell  University 

The  university  is  the  product  of  the  Middle  Ages.  Indeed 
most  institutions  of  modern  Christendom  had  their  origin  in 
that  period  of  its  history.  For  the  mediaeval  mind  had  a  genius 
for  embodying  its  ideals  in  institutions,  thus  transforming  them 
into  historic  forces.  We  admire  the  Gothic  cathedrals  which 
mediaeval  architecture  has  bequeathed  us.  But  greater  and  still 
more  imperishable  are  the  intellectual,  legal,  political,  and  eccle- 
siastical institutions  through  which  the  mediaeval  world  still 
shapes  the  thought  and  life  of  the  latest  generation.  And  to  these 
the  university  belongs  as  emphatically  as  parliaments  or  consti- 
tutional kingship  or  trial  by  jury. 

Thoughtful  mediaeval  writers  recognized  three  great  insti- 
tutions or  powers  by  whose  operation  and  activity  the  life  and 
health  of  Christendom  were  sustained.  One  of  these  they  desig- 
nated the  sacerdotiuni,  by  which  they  meant  the  Christian  Church, 
and  especially  the  Papacy  as  its  visible  head  and  source.  A  second 
was  the  imperimn  or  Empire,  the  source  of  all  secular  authority. 
And  the  third  was  the  studium  or  University,  whence  flowed  the 
streams  of  knowledge  which  watered  the  whole  Christian  world. 
In  this  way,  to  the  great  universities  and  especially  the  University 
of  Paris,  the  common  mother  of  all  northern  universities,  was 
assigned  a  position  as  the  third  of  the  co-equal  powers  or  organs 
of  the  European  system.  And  as  the  centre  of  the  Church  was 
in  Italy,  and  the  imperial  throne  in  Germany,  so  the  University, 
which  for  centuries  dominated  the  mind  of  Europe,  had  its  seat 
in  France. 

But  though  Paris  was  the  greatest,  and  in  its  historical  in- 
fluence by  far  the  most  important,  it  was  not  the  earliest  of  uni- 
versities.   The  original  form  of  a  university  was  that  of  a  guild. 


INAUGURATION  OF  PRESIDENT  HILL  49 

This  institution  was  a  product  of  the  instinct  of  association  which 
in  the  course  of  the  eleventh  and  twelfth  centuries  was  peculiarly 
active  and  fruitful  among  the  towns  of  Europe.  These  guilds 
sprang  into  existence  without  any  express  authorization  of  prince 
or  pope.  But  the  scholastic  bodies  which  thus  originated  were  of 
two  distinct  types:  they  were  either  guilds  of  masters  or  guilds 
of  students.  The  archetype  of  the  guilds  or  societies  of  masters 
was  Paris.  And  the  archetype  of  the  guilds  or  clubs  of  students 
was  Bologna.  Paris  and  Bologna  are  accordingly  the  two  arche- 
typal universities.  And  every  later  university  from  that  day  to 
this,  whether  consciously  or  unconsciously,  is  an  imitation  more 
or  less  vague  of  one  or  the  other  of  these  types.  Even  the  most 
modern  universities,  whose  students  are  ignorant  of  the  glorious 
histories  of  Paris  and  Bologna,  unwittingly  retain  the  constitu- 
tional features  or  usages  which  have  come  directly  from  the 
Bologna  students  or  the  Parisian  masters  of  seven  hundred  years 

ago. 

Although  these  parent  universities  arose  durmg  the  last  three 
decades  of  the  twelfth  century,  there  is  another  university  of  still 
earlier  date.  Salerno  is  the  oldest  of  universities.  Its  constitution 
appears  to  have  been  different  from  that  of  either  Paris  or 
Bologna.  But  in  the  history  of  universities  it  is  of  little  import- 
ance, because  it  was  devoid  of  that  remarkable  power  of  repro- 
duction or  propagation  which  characterized  the  universities  of 
Bologna  and  Paris.  Salerno  was  essentially,  if  not  indeed  ex- 
clusively, a  school  of  medicine.  This,  however,  does  not  derogate 
from  its  dignity  as  a  university;  for  the  notion  that  a  university 
is  a  school  in  which  all  the  faculties  or  branches  of  knowledge 
are  represented  has  no  warrant  in  history,  though  it  is  undoubted- 
ly the  ideal  of  the  best  modern  universities.  Salerno  in  this 
respect  was  no  worse  off  than  Bologna  and  but  little  inferior 
to  Paris,  for  Bologna  was  exclusively  a  school  of  law,  and  Paris, 
though  having  an  arts  faculty,  was  pre-eminently  a  school  of  scho- 
lastic philosophy  and  theology.  And  the  fame  of  Salerno  as  a 
school  of  medicine  was  not  inferior  to  that  of  Bologna  as  a  school 


50  UNIVERSITY  OF  MISSOURI 

of  law  or  of  F*aris  as  a  school  of  theology.  It  reached  the  zenith 
of  its  renown  when  it  was  visited  by  Robert,  Duke  of  Normandy, 
who  came  to  be  cured  of  a  wound  after  the  Crusade  of  1099,  and 
there  received  tiie  news  of  the  death  of  his  brother,  William  II 
of  England.  But  the  origin  of  the  school  is  veiled  in  impenetrable 
obscurity.  Certain,  however,  it  is  that  in  the  eleventh  century 
there  was  a  revival  of  medical  as  well  as  legal,  theological,  and  dia- 
lectical study  in  Europe.  And  the  school  at  Salerno  had  attained 
a  European  celebrity  as  early  as  the  middle  of  the  eleventh  cen- 
tury. It  is  not  improbable  that  the  medical  traditions  of  the  old 
Roman  world  lingered  in  southern  Italy.  And  there  is  evidence 
that  by  the  middle  of  the  eleventh  century  the  medical  classics  of 
the  Graeco-Roman  world  began  to  be  studied  there  with  new  en- 
thusiasm and  interest.  That  Salerno  should  have  been  the  inten- 
sive centre  of  this  revival  of  medical  science  may  be  attributed  to 
its  renown  as  a  health  resort,  which  was  chiefly  due  to  the  mildness 
of  its  climate.  But  whatever  explanation  of  the  fact  may  be  dis- 
covered by  historians,  the  fact  certainly  is  that  for  at  least  two 
centuries  Salerno  as  a  school  of  medicine  had  a  celebrity  as  unique 
as  that  of  the  school  of  law  at  Bologna  or  of  theology  in  Paris, 
and  throughout  the  Middle  Ages  no  other  school  of  medicine  ex- 
cept Montpellier  ever  rivalled  its  fame.  All  the  more  remarkable 
is  it  that  this  school  exercised  no  influence  on  the  development  of 
other  universities  or  even  on  the  constitution  and  organization  of 
their  medical  faculties.  There  is,  however,  one  curious  feature 
of  the  school,  which  will  always  secure  for  it  the  sympathetic 
regard  of  a  democracy  which  respects  the  rights  of  women.  The 
school  of  Salerno  not  only  admitted  women  as  students  but  the 
names  of  women  as  practitioners,  teachers,  and  writers  adorn  its 
palmiest  days. 

The  rise  of  the  University  of  Bologna  is  connected  with  the 
revived  study  of  the  civil  law.  This  was  one  side  of  that  won- 
derful deepening  and  broadening  of  human  culture  which  charac- 
terized the  twelfth  century.  In  France  this  renascence  burst  out 
into  theological  and  philosophical  speculation.     In  Italy  it  took 


INAUGURATION  OF  PRESIDENT  HILL  51 

the  form  of  a  revival  of  the  study  of  Roman  law.  The  contrast, 
however  marked,  is  not  inexplicable.  In  Paris  all  intellectual  life 
was  confined  to  the  cloister;  the  governing  class  consisted  of  the 
military  and  clerical  orders,  and  only  in  the  latter  was  there  any 
demand  for  learning.  In  Italy,  and  especially  in  northern  Italy, 
on  the  other  hand,  the  municipal  institutions  of  Rome  had  re- 
mained as  a  fact  or  at  least  as  a  memory.  And  historic  circum- 
stances in  combination  with  the  inherent  vitality  of  their  civic  life 
had  tended  to  develop  the  Lombard  towns  into  practically  inde- 
pendent republics.  The  intellectual  renascence  of  the  twelfth  cen- 
tury coincided  with  this  struggle  for  independence.  And  conse- 
quently the  revival  of  intellectual  activity  took  a  political  and 
legal  direction.  There  was  a  demand  for  fruitful  knowledge,  and 
especially  for  a  science  applicable  to  the  regulation  of  social  life. 
This  demand  was  met  by  a  revived  study  of  the  great  monuments 
of  Roman  jurisprudence.  No  wonder  that  under  these  conditions 
the  science  of  law  aroused  in  Bologna  the  same  genuine  intellectual 
enthusiasm  which  attended  the  lectures  of  theologians  and  philoso- 
phers in  Paris.  And  the  glory  of  Abelard  in  Paris  may  be 
matched  with  the  fame  of  Irnerius  in  Bologna.  It  was  Irnerius, 
whose  teaching  belongs  to  the  first  third  of  the  twelfth  century, 
who  first  raised  Bologna  to  European  fame. 

Irnerius  indeed  was  not  the  rediscoverer  of  Roman  law, 
nor  the  first  teacher  of  law  at  Bologna.  But  if  he  did  not  introduce 
the  Digest  into  the  course  at  Bologna,  he  at  least  gave  it  a  new 
prominence.  And  the  Digest,  which  is  composed  of  the  responsa 
prudentuyn — the  great  jurists  who  made  Roman  law  what  it  was — 
alone  adequately  reveals  the  spirit  of  Roman  law,  the  Institutes 
which  had  been  previously  used  being  a  mere  introductory  text- 
book. Irnerius  also  introduced  a  closer,  more  critical,  and  at 
the  same  time  a  more  professional  study  of  the  original  source  of 
law.  He  also  began  that  organization  of  the  regular  curriculum 
of  an  ordinary  legal  education,  which  extended  itself  in  time  to  all 
the  universities  of  Europe,  and  which  has  to-day  to  a  large  extent 
descended  to  modern  universities.     He  also  diflferentiated  law 


52  UNIVERSITY  OF  MISSOURI 

Studies  from  general  or  liberal  studies,  and  law  students  from  arts 
students. 

One  consequence  of  the  change  just  described  was  the  growth 
of  a  class  of  students  older  and  more  independent  than  the  stu- 
dents of  the  earlier  Middle  Ages.  And  when  it  is  borne  in  mind 
that  these  law  students  were  laymen  and  generally  of  good  social 
position,  we  can  understand  how  in  an  age  given  to  the  organiza- 
tion of  guilds  or  societies  they  should  have  formed  themselves  into 
a  student  guild,  which  gradually  asserted  its  powers  and  enlarged 
its  jurisdiction  until  it  compelled  the  professors,  under  pain  of  a 
ban  which  would  have  deprived  them  of  pupils  and  income,  to 
swear  obedience  to  the  head  of  the  student  guild  and  to  obey 
any  other  regulations  which  the  guild  might  see  fit  to  impose  upon 
them.  The  student  guild  was  called  a  university,  and  the  head 
of  it  a  rector.  Bologna,  then,  is  the  archetype  of  the  university 
of  students  as  Paris  is  the  archetype  of  the  university  of  masters. 
As  an  institution  the  university  of  students  has  disappeared.  Its 
power  lay  in  the  fact  that  professors  lived  from  the  income  they 
derived  from  students'  fees  and  that  the  students  could  break  up 
a  university  by  migrating  elsewhere. 

But  Avhile  the  university  of  students  has  disappeared  as  an 
actual  institution,  the  office  of  rector  in  the  Scotch  universities 
carries  us  back  directly  to  the  rector  of  the  university  of  students 
at  Bologna.  The  Scotch  office  is  now  an  honorary  position,  to 
which  the  students  annually  elect  some  man  distinguished  in 
science,  literature,  or  public  life.  But  at  Bologna  there  was  a 
very  real  substance  behind  this  form.  The  professors  were  held 
in  bondage  by  the  students,  for  there  were  no  buildings  or  prop- 
erty owned  by  the  college  of  masters,  and  if  the  students  decamped 
to  another  place  the  university  disappeared  with  them.  Pro- 
fessors might  be  summoned  to  appear  before  the  students'  rector 
or  interrupted  in  the  middle  of  their  lectures  by  a  rectorial  pro- 
clamation; they  were  forbidden  to  be  absent  a  single  day  from 
their  lectures  without  permission  from  their  students;  they  were 
obliged    to  begin  their  lectures  promptly  when  the  bell  of  St. 


INAUGURATION  OF  PRESIDENT  HILL  53 

Peter's  began  to  ring  for  mass ;  and  they  were  regulated  with  the 
utmost  precision  and  detail  in  the  actual  conduct  of  their  lectures, 
so  that  they  could  not  postpone  a  difficulty  to  the  end  of  the  lecture 
— lest  it  should  be  evaded  altogether — or  spend  a  disproportionate 
time  over  the  earlier  chapters  of  the  textbook,  or  skip  any  chapters 
or  portion  of  the  work  prescribed.  And  with  a  view  to  enforcing 
obedience  to  their  statutes  on  the  part  of  professors,  a  committee 
of  students  was  appointed  by  their  rector  to  observe  the  conduct  of 
the  professors  and  report  their  irregularities  to  the  rector. 

The  University  of  Bologna  is,  as  I  have  said,  the  archetype 
of  the  student-universities  and  the  University  of  Paris  of  the  mas- 
ter-universities. Both  of  them  exercised  profound  influence  on 
the  university  system  of  Europe.  They  were  both  founded  about 
the  same  time,  namely,  in  the  last  thirty  years  of  the  twelfth 
century.  The  Bologna  university  of  students,  however,  seems 
to  have  completed  its  organization  somewhat  earlier  than  the  Par- 
isian society  of  masters.  But  the  latter,  though  the  later  organiza- 
tion, in  time  became  the  more  influential  and  renowned. 

As  the  fame  of  Bologna  is  connected  with  Irnerius,  so  the 
origin  of  the  University  of  Paris  has  been  traced  to  Abelard. 
But  no  university  existed  in  Abelard's  time.  That  great  man  was 
born  in  1079,  ^"<^  the  first  trace  of  the  University  of  Paris  is  not 
found  until  nearly  a  century  later — until  the  year  1170.  Never- 
theless, it  is  a  just  historic  instinct  which  connects  the  name  of 
Abelard  with  the  foundation  of  the  University.  For  the  rise  of 
the  University  of  Paris  was  due  to  that  profound  intellectual  move- 
ment of  which  Abelard  must  be  regarded  as  the  creator,  or  at  any 
rate  the  most  conspicuous  representative.  It  was  the  fame  of 
Abelard  which  drew  to  Paris  from  all  Europe  those  multitudes 
of  students  whose  presence  necessitated  the  multiplication  of 
masters  out  of  which  the  university  eventually  grew.  Paris  be- 
came a  city  of  teachers.  In  that  age  of  guilds  the  formation 
of  a  teaching  guild  was  inevitable,  and  with  the  formation  of 
a  guild  of  doctors  or  teachers  the  model  of  all  master-universities 
was  born.     Thus  the  University  of  Paris  was  the  product  of 


54  UNIVERSITY  OF  MISSOURI 

the  intense  intellectual  life  which  Abelard  more  than  any  other 
man  initiated  in  Paris.  As  Rashdall  says,  ''from  the  days  of 
Abelard  Paris  was  as  decidedly  the  centre  of  European  thought 
and  culture  as  Athens  in  the  days  of  Pericles,  or  Florence  in  the 
days  of  Lorenzo  de  Aledici."  And  the  stream  of  pilgrim  scholars 
which  set  in  towards  Paris  in  the  days  of  Abelard  flowed  con- 
tinuously for  at  least  a  century  and  a  half. 

As  Bologna  was  a  school  of  law,  so  Paris  was  a  school  of 
scholastic  philosophy  and  theology.  The  study  of  logic,  or  dialectic, 
was  the  characteristic  feature  of  the  education  of  the  time.  And 
in  logic  the  one  topic  which  fascinated  the  Middle  Ages  was  the 
metaphysical  question  of  the  reality  of  universals,  out  of  which 
the  whole  controversy  between  nominalism  and  realism  arose. 
This  seems  to  us  a  very  dry  and  barren  topic,  and  common  sense 
would  dispose  of  it  in  a  short  time.  Yet  the  thinker  will  find 
himself  led  by  this  question  from  logic  to  metaphysics  and  from 
metaphysics  to  theology.  And  it  is  not  difficult  to  make  clear  the 
theological  bearings  of  the  logical  puzzle.  Does  any  reality  cor- 
respond to  general  terms?  If  so,  then  whatever  reality  individuals 
of  that  class  possess  can  be  understood  as  derived  from  the  reality 
which  corresponds  to  the  general  terms. 

In  this  way  the  doctrines  of  the  Trinity  and  of  transubstan- 
tiation  could  be  made  intelligible.  On  the  other  hand,  if  there 
be  no  reality  corresponding  to  general  terms,  the  only  realities  in 
the  world  are  individuals.  And  from  this  point  of  view  it  was 
impossible  to  understand  how  three  individual  realities  could  be 
one  person.  Thus  nominalism,  as  the  latter  doctrine  was  called, 
seemed  to  involve  tritheism,  as  on  the  other  hand  the  alternative 
doctrine  of  realism  easily  ran  into  pantheism.  Thus  it  was  out 
of  the  questions  at  issue  between  mediaeval  realism  and  mediaeval 
nominalism,  that  there  arose  that  intellectual  movement  of  which 
the  universities  were  the  outgrowth  and  of  which  they  afterwards 
became  the  organ.  Scholastic  theology  was  an  attempt  to  rational- 
ize theology  by  an  application  of  dialectical  methods  to  theological 
problems.    Abelard  was  the  representative  of  the  principle  of  free 


INAUGURATION  OF  PRESIDENT  HILL  55 

and  unfettered  inquiry  in  matters  of  religion.  And  this  was  the 
principle  originally  embodied  in  the  University  of  Paris.  It  was 
in  devotion  to  this  principle  that  Abelard,  alike  in  the  field  of  logic, 
philosophy,  and  theology,  cast  such  a  profound  spell  over  the  stu- 
dents of  his  generation. 

But  however  radical  or  independent  the  new  university  may 
have  been,  its  essential  mission  was  to  serve  the  Church.  The 
masses  of  the  people  lay  in  ignorance.  The  military  classes  had 
no  desire  for  education.  It  was  churchmen  only  who  needed  edu- 
cation in  France,  and  to  supply  this  education  was  the  mission 
of  the  new  university.  The  location  of  the  university  at  Paris, 
a  great  European  capital,  gave  it  a  place  in  the  political  and  eccle- 
siastical world  which  no  other  university  has  ever  occupied.  Its 
influence  in  the  state  is  indicated  by  the  title  conferred  upon  it 
by  Charles  V  of  "the  eldest  daughter  of  the  King."  And  when 
the  orthodox  scholastic  theology  had  triumphed  alike  over  skeptics 
and  reactionaries,  the  University  of  Paris  became  also  "the  first 
school  of  the  Church". 

But  the  new  university  was  not  merely  a  school  of  theology 
and  philosophy.  There  was  at  a  very  early  period  differentiated 
within  the  university  an  organization  composed  of  masters  of  arts. 
And  indeed  the  faculty  of  arts  eventually  became  predominant 
in  the  university.  And  this  twofold  object  of  the  University  of 
Paris — arts  and  theology — is  reproduced  in  the  University  of  Ox- 
ford, which  is  a  daughter  of  Paris.  But  the  University  of  Paris 
did  not  content  itself  with  these  two  branches  of  study,  which 
were,  however,  recognized  even  in  the  time  of  Abelard.  The 
teaching  of  the  civil  law  was  introduced  into  the  university  soon 
after  the  revival  of  that  study  under  Irnerius  at  Bologna.  Nor 
was  a  department  of  medicine  wanting,  although  the  Parisian 
school  of  medicine  never  equalled  the  fame  either  of  Salerno  or 
Montpellier.  The  summary  of  Alexander  Neckham,  who  studied 
at  Paris  near  the  close  of  the  twelfth  century,  shows  that  the  four 
faculties  were  already  in  existence  at  that  time: 

"Hie  florent  artes,  coelestis  pagina  regnat 
Stant  leges,  lucet  jus:  medicina  viget." 


S6  UNIVERSITY  OF  MISSOURI 

The  University  of  Paris  was  called  into  being  by  the  need 
of  professional  training  for  ecclesiastics.  In  the  Middle  Ages 
at  least  this  was  regarded  as  the  highest  profession,  and  the  sub- 
jects of  professional  study  absorbed  the  intellectual  interests  of 
the  day.  The  University  of  Bologna  was  called  into  existence  to 
furnish  professional  training  for  jurists.  The  social  and  political 
conditions  of  northern  Italy  called  for  experts  in  the  science  of 
laviT.  The  University  of  Salerno  was  a  school  for  the  training  of 
physicians — a  class  of  experts  naturally  in  demand  in  a  famous 
health  resort.  The  University  of  Paris  as  described  by  Neckham 
was  therefore  a  union  of  professional  schools  for  ecclesiastics, 
jurists,  and  physicians  with  a  school  of  liberal  arts,  in  which  can- 
didates for  the  professional  schools  received  their  preliminary 
education.  This  brief  historical  sketch  therefore  justifies  Paul- 
sen's assertion  that  "all  public  institutions  of  learning  are  called 
into  existence  by  social  needs,  and  first  of  all  by  technical-practical 
necessities.  Theoretical  interests  may  lead  to  the  founding  of 
private  associations,  such  as  the  Greek  philosopher's  schools : 
public  schools  owe  their  origin  to  the  social  need  for  professional 
training." 

Shall  we  then  say  that  a  university  is  a  union  of  schools  of 
law,  medicine,  and  theology,  in  combination  with  a  school  of  liberal 
arts  which  gives  students  a  general  education  preparatory  to  pro- 
fessional study?  Or  is  this  conception  adequate  when  we  ac- 
knowledge that  since  the  nineteenth  century  even  the  school  of 
arts  has  taken  on  something  of  the  character  of  a  professional 
school  for  the  training  of  teachers  of  the  secondary  schools? 

There  are  later  developments  in  the  history  of  universities 
which  warn  us  against  hastily  answering  this  question  in  the 
affirmative.  If  we  have  taken  account  of  the  work  of  Irnerius  at 
the  University  of  Bologna  and  the  work  of  Abelard  in  Paris, 
we  cannot  aiTord  to  overlook  the  work  of  Wilhelm  von  Humboldt 
in  the  foundation  of  the  University  of  Berlin,  That  university 
was  established  in  1809  under  memorable  circumstances.  Prussia 
had  been  prostrated  under  the  heel  of  Napoleon  I.    At  this  time 


INAUGURATION  OF  PRESIDENT  HILL  57 

she  placed  at  the  head  of  her  school  system  Wilhelm  von  Hum- 
boldt, who  was  a  great  scholar  and  a  statesman  of  high  ideals. 
Humboldt  was  animated  by  a  profound  faith  in  science  and  a  deep 
reverence  for  freedom  of  inquiry.  And  freedom  and  independence 
were  the  fundamental  principles  of  the  University  of  Berlin. 
"Science,"  he  said,  "is  the  fundamental  thing,"  and  "solitude  and 
freedom  are  the  principles  prevailing  in  her  realm."  His  pre- 
decessor had  held  the  view  that  the  State  should  provide  only 
schools  for  preparatory  education  and  professional  schools  for 
physicians,  lawyers,  etc.  Humboldt  on  the  other  hand  wished 
to  preserve  the  universities  as  independent  institutions  at  which 
research  and  instruction  should  both  be  maintained.  And  the 
chief  function  of  both  teacher  and  pupils  was  in  his  view  to 
co-operate  in  the  promotion  of  knowledge.  Research,  he  believed, 
could  be  promoted  more  effectively  by  university  professors  sur- 
rounded by  students  than  by  investigators  in  a  separate  academy. 
"The  State,"  said  von  Humboldt,  to  the  King,  in  his  report  upon 
the  University  of  Berhn,  dated  May  23rd,  1810 — "The  State, 
like  the  private  citizen,  always  acts  wisely  and  politicly  when  in 
times  of  misfortune  it  uses  its  efforts  to  establish  something  look- 
ing to  future  good  and  connects  its  name  with  such  a  work." 

The  establishment  of  the  University  of  Berlin  upon  this  new 
basis  openly  and  oflficially  recognized  research  as  a  fundamental 
function  of  the  university.  It  was  a  function  which  was  not  new 
either  in  the  universities  of  Germany  or  in  those  of  other  countries. 
But  it  had  never  before  been  so  specifically  formulated  and  never 
before  been  so  consciously  adopted  as  the  fundamental  principle 
of  the  institution.  And  from  Germany  this  conception  of  the 
essential  functions  of  a  university  has  gradually  and  in  some  cases 
slowly  extended  itself  to  other  countries.  The  foundation  of  Johns 
Hopkins  University  a  generation  ago  was  the  first  specific  recogni- 
tion of  the  principle  in  the  United  States.  To-day  the  concep- 
tion for  which  Johns  Hopkins  University  stood  has  become  the 
possession  and  practice  of  our  foremost  universities.  We  now 
have  an  Association  of  American  Universities  to  which  the  con- 


58  UNIVERSITY  OF  MISSOURI 

dition  of  admission  is  the  possession  of  a  strong  graduate  depart- 
ment. And  that  association  now  has  eighteen  universities  en- 
rolled in  its  membership. 

So  far  this  sketch  of  the  historical  development  of  univer- 
sities has  discovered  for  them  the  following  functions,  namely : 
The  education  of  students  of  the  liberal  arts,  the  professional  train- 
ing of  theologians,  lawyers,  and  physicians,  and  the  enlargement 
of  knowledge  and  science  by  means  of  independent  inquiry  and 
research.  An  institution  exercising  these  functions  must  be  recog- 
nized as  a  practical  necessity  for  the  maintenance,  diffusion,  and 
promotion  of  our  culture  and  civilization.  But  it  cannot  be  ex- 
pected that,  in  a  world  governed  by  the  laws  of  evolution,  uni- 
versities will  not  develop  like  other  institutions.  They  must  meet 
the  intellectual  needs  of  successive  generations.  And  these  needs 
in  the  future  are  likely  to  be  as  varied  as  they  have  been  in  the 
past.  And  we  can  already  see  that  since  the  foundation  of  the 
University  of  Berlin,  a  hundred  years  ago,  the  functions  of  a 
university  have  undergone  a  transformation  not  less  radical  than 
any  change  it  experienced  from  the  days  of  Irnerius  and  Abelard 
to  the  days  of  Humboldt,  Fichte,  and  Schleiermacher. 

This  new  departure  has  been  formulated  by  a  body  from 
which  we  should  scarcely  have  expected  such  a  deliverance :  by  the 
Congress  of  the  United  States.  I  believe  that  the  future  historian 
of  education  will  recognize  that  the  Land  Grant  Act  of  1862  marks 
an  epoch  in  the  conception  of  the  functions  of  the  highest  insti- 
tutions of  learning.  That  Act  donated  public  lands  to  the  several 
states  and  territories  for  the  maintenance  of  institutions  whose 
"leading  object  shall  be,  without  excluding  other  scientific  and 
classical  studies,  and  including  military  tactics,  to  teach  such 
branches  of  learning  as  are  related  to  agriculture  and  the  mechanic 
arts,  in  such  manner  as  the  legislatures  of  the  states  may  respect- 
ively prescribe,  in  order  to  promote  the  liberal  and  practical  edu- 
cation of  the  industrial  classes  in  the  several  pursuits  and  pro- 
fessions in  life."  This  act  of  the  Congress  of  the  United  States 
aims  at  a  democratization  of  science  and  culture.    It  demands  that 


INAUGURATION  OF  PRESIDENT  HILL  59 

the  sciences  which  underHe  the  common  pursuits  and  professions 
of  men  shall  be  placed  on  an  equal  footing  with  the  sciences  which 
underlie  the  practice  of  law,  medicine,  and  theology.  It  asserts 
for  the  "industrial  classes"  the  same  recognition  in  the  halls  of 
learning  which  members  of  the  so-called  "learned"  professions 
have  in  the  past  enjoyed. 

This   legislation,   of   course,  reflected  the  rising  ideals  and 
demands  of  the  American  people.    The  spirit  of  the  movement  and 
the  ideal  which  it  reflects  for  the  development  of  the  universities  of 
the  future  were  summed  up  in  a  memorable  formula  by  a  citizen 
of  the  State  of  New  York  who  endeavored  to  build  for  the  benefit 
of  the  people  of  our  State  a  university  corresponding  to  the  new 
conception.    "I  would  found,"  says  Ezra  Cornell,  "an  institution 
where  any  person  can  find  instruction  in  any  subject."     In  this 
formula  the  democratization  of  the  university  is  complete.     It  is 
an  institution  for  any  person  who  can  pass  the  entrance  examina- 
tions, whether  he  aspire  to  be  an  engineer,  an  architect,  a  farmer, 
a  chemist,  a  veterinarian,  a  miner,  a  forester,  a  teacher,  a  bus- 
iness man,  a  physician  or  a  minister.     And  Ezra  Cornell's  ideal 
similarly  demands  that  every  branch  of  human  knowledge  and 
science  shall  be  represented  in  the  curriculum  of  the  university  in 
order  that  it  may  meet  the  varied  theoretical  and  practical  de- 
mands of  the  students  whom  it  admits.     And  to-day  it  is  even 
truer  than  it  was  in  Ezra  Cornell's  time  that  the  occupations, 
pursuits,  and  professions  of  life  are  becoming  increasingly  de- 
pendent upon  scientific  knowledge.    As  theology  and  jurisprudence 
depend  upon  history  and  philosophy,  as  medicine  depends  upon  the 
biological  sciences,  so  engineering  rests  on  mathematics  and  phys- 
ics, mining  on  chemistry  and  geology,  agriculture  on  physics, 
chemistry,  and  biology,  and  so  on  indefinitely. 

The  distinction  between  vocations  which  implies  that  some 
are  "learned"  and  some  are  not  is  to-day  an  anachronism.  In  the 
State  of  New  York,  for  example,  our  engineers  get  a  more  thor- 
ough education  than  our  lawyers.  The  tendency  on  the  part  of 
some  academic  circles  to  look  down  upon  technical  knowledge 


6o  UNIVERSITY  OF  MISSOURI 

and  skill  as  something  inferior  is,  it  may  be  hoped,  disappearing. 
To  no  considerable  extent  it  has  been  due  to  the  vanity  of  philol- 
ogists, who  prided  themselves  on  the  superiority  they  enjoyed 
as  masters  of  the  ancient  classics.  This  class  of  persons  would 
have  separated  the  newer  professions  and  callings  from  the  older 
"learned"  professions.  They  would  have  relegated  the  new- 
comers to  the  technological  institutes,  which  would  have  occupied 
a  position  of  inferiority  to  the  universities  with  their  faculties 
of  arts,  law,  and  medicine.  Through  the  accidents  of  the  school 
system  this  is  what  has  actually  happened  in  Germany.  We  may 
felicitate  ourselves  that  a  different  course  has  been  taken  in  the 
United  States.  There  is  no  better  judge  of  this  matter  than 
Paulsen,  the  eminent  German  educationalist,  and  Paulsen  regrets 
the  separation  which  has  taken  place  in  Germany. 

"It  is  to  be  regretted,"  he  says,  "that  the  new  professions 
requiring  higher  training  were  not  articulated  with  the  old  facul- 
ties. Many  rivalries,  as  for  example  between  technologists  and 
jurists,  which  occasionally  vent  themselves  in  violent  recrimina- 
tions, would  probably  have  been  more  readily  avoided.  And 
knowledge  and  practice  doubtless  belong  together ;  connection  with 
a  university,  the  privilege  of  using  its  scientific  laboratories,  closer 
contact  with  the  theoretical  research  practiced  there,  would  cer- 
tainly bring  many  advantages  to  the  new  'technical'  branches.  And, 
on  the  other  hand,  closer  contact  with  practice  would  probably 
have  a  stimulating  effect  upon  research,  similar  in  its  character 
to  the  mutually  beneficial  relation  existing  between  medicine  and 
the  biological  sciences  in  the  philosophical  faculty." 

The  essential  work  of  a  university  must  be  done  at  the  uni- 
versity. It  is  there  that  teachers  and  students  meet  face  to  face, 
and  personal  contact  and  personal  influence  is  the  vital  part  of 
all  education.  The  university  makes  possible  the  life  of  study 
during  a  few  years  of  withdrawal  from  the  activity  of  the  world 
and  it  brings  together  during  that  period  in  living  intercourse 
teacher  and  teacher,  teacher  and  student,  student  and  student. 
A  university  is  a  place  for  serious  and  properly  trained  students. 


INAUGURATION  OF  PRESIDENT  HILL  6i 

for  the  highest  intellectual  cultivation,  for  the  advance  of  science, 
and  for  strenuous  professional  training. 

But  it  does  not  follow  that  the  work  of  a  university  is  com- 
plete even  when  it  has  discharged  all  these  functions.  The  aim 
and  final  goal  of  education  is  the  uplifting  of  the  whole  people. 
It  is  neither  in  the  interest  of  science  nor  of  citizenship,  it  is  dan- 
gerous indeed  to  both,  when  scholars  and  scientists  lose  touch 
with  the  intellectual  life  of  the  people  as  a  whole.  Scientific  re- 
search is  and  must  be  the  work  of  the  few.  But  science  after 
all  exists  for  the  service  of  mankind.  And  what  is  true  of  science 
is  true  also  of  the  humanities.  But  a  humanistic  culture  which 
estranges  the  educated  classes  from  the  masses  of  the  people  is 
unhealthy  and  dangerous.  I  yield  to  no  man  in  my  admiration 
of  the  humanities  and  humanistic  culture.  But  we  must  never 
forget  that  greater  than  the  humanities  is  humanity. 

The  still  unsolved  problem  of  our  universities,  therefore,  is 
the  intellectual  elevation  of  the  whole  people.  Nothing  short  of 
this  can  be  set  before  us  as  a  goal.  The  ultimate  educational  aim 
should  be  to  give  to  every  individual  "a  chance  to  attain  to  a 
maximum  of  personal  culture  and  social  efficiency  according  to 
his  intellectual  gifts  and  the  strength  of  his  will."  How  this  ideal 
is  to  be  realized  we  may  not  at  present  clearly  discern.  But  a 
genuine  state  university  will  begin  the  work  of  reaching  the 
whole  people  by  university  extension  lectures,  by  correspondence 
with  individuals  who  desire  knowledge  but  cannot  leave  home  to 
obtain  it,  by  encouraging  evening  and  continuation  schools,  by 
sending  out  teachers  in  the  liberal  arts,  in  the  sciences,  and  in  the 
several  technical  callings,  and  by  conducting  co-operative  scientific 
experiments  which  may  serve  as  object  lessons  to  farmers  and  oth- 
ers who  wish  to  bring  the  light  of  science  to  the  aid  of  their  daily 
callings.  I  mention  these  methods  of  assistance  more  or  less  at 
random.  They  are  not  exhaustive,  and  could  not  be  made  so.  New 
avenues  of  work  will  open  themselves  as  the  new  years  dawn  and 
the  new  intellectual  needs  of  the  people  develop.  All  that  I  am 
concerned  to  emphasize  is  the  ideal  of  a  university  itself. 


62  UNIVERSITY  OF  MISSOURI 

That  ideal,  in  brief  phrase,  is  to  minister  to  the  highest  in- 
tellectual needs  of  the  people  and  to  promote  personal  and  in- 
tellectual power  in  every  individual.  On  the  one  hand  it  crowns 
the  work  of  the  elementary  and  secondary  schools,  and  on  the 
other  hand  it  re-enforces,  supplements  and  expands  that  work. 
Educators  are  priests  in  the  temple  of  universal  knowledge. 

There  is  a  special  need  of  universities  in  a  democracy.  Rash- 
dall,  the  historian  of  universities,  concludes  his  investigations  with 
the  statement  that  from  a  practical  point  of  view  the  greatest 
service  rendered  by  the  universities  to  mankind  was  this :  "that 
they  placed  the  administration  of  human  afifairs — in  short,  the 
government  of  the  w^orld — in  the  hands  of  educated  men."  Kings 
and  princes  found  their  statesmen  and  men  of  business  in  the 
universities.  The  kings  and  princes  may  have  been  uneducated, 
but  they  ruled  through  the  instrumentality  of  a  highly  educated 
class. 

In  a  democracy  every  citizen  is  a  king  or  prince  to  the  extent 
of  one.  Wise  and  just  government  is  a  function  of  intelligence 
and  conscience.  It  is  the  business  of  the  universities  to  train  the 
intelligence.  And  if  in  a  democracy  the  citizens  are  to  rule  justly 
and  wisely  it  is  essential  that  the  citizens  should  be  well-trained. 
In  more  exact  phrase,  the  ideal  is  one  of  high  popular  intelligence 
with  a  keen  sense  of  justice  and  right,  which  employs  as  its  repre- 
sentatives, for  purposes  of  public  legislation,  administration,  and 
adjudication,  those  members  of  the  community  who  have  the  best 
trained  minds,  the  most  sensitive  consciences,  and  the  most  pa- 
triotic devotion  to  the  public  welfare. 


FRIDAY  MORNING,  DECEMBER  ELEVENTH 

CEREMONIES  OF  INSTALLATION 

AND 

INAUGURAL  ADDRESS 
OF   THE   PRESIDENT 

The  Honorable  David  Rowland  Francis,  Presiding 


64  UNIVERSITY  OF  MISSOURI 

ADDRESS  OF  INSTALLATION  BY  THE  HONORABLE 
DAVID  ROWLAND  FRANCIS 

Albert  Ross  Hill:  I  salute  you  as  the  President-elect  of  the 
University  of  Missouri ;  and  on  behalf  of  the  Board  of  Curators, 
I  shall  proceed  to  invest  you  with  the  full  authority  and  preroga- 
tives of  that  title.  A  university  presidency  gives  a  rare  opportunity 
to  a  man  of  ability,  conviction  and  broad  impulses  to  make  his 
imprint  on  the  thought  of  his  times,  and  to  exert  an  influence  upon 
the  progress  of  his  people.  The  hundreds  of  students  who  an- 
nually go  out  from  these  halls  to  begin  the  battle  of  life,  take 
with  them  impressions  and  precepts  that  afifect,  if  they  do  not 
shape  and  control,  their  future  career. 

The  Curators,  realizing  that  the  future  of  this  institution 
for  a  generation  at  least  depended  upon  the  wisdom  of  their  choice, 
looked  over  the  entire  educational  field  and  discussed  conscien- 
tiously and  thoroughly  the  qualifications  and  worth  of  every  edu- 
cator throughout  the  land.  You  were  their  unanimous  choice. 
And  when  they  were  so  fortunate  as  to  secure  your  services,  the 
expressions  of  satisfaction  and  commendation  were  so  general 
and  so  emphatic  as  to  make  them  feel  that  they  were  benefactors  of 
the  University  and  of  the  State.  We  felicitate  the  faculty,  the 
students,  the  alumni,  and  the  people  of  the  State  of  Missouri  upon 
this  happy  consummation.  We  congratulate  you.  Sir,  on  possess- 
ing those  traits  of  character  and  on  acquiring  those  accomplish- 
ments prerequisite  to  the  attainment  and  preservation  of  the  high 
estimation  in  which  you  are  held.  None  other  than  the  lofty 
ideals  and  the  high  standards,  linked  with  greatest  perseverance 
and  developed  by  self-sacrifice  and  persevering  effort  could  have 
made  you  the  man  you  are  and  the  character  so  respected  by 
us.  The  field  upon  which  you  are  entering  is  not  an  unknown 
land  to  you,  for  a  former  connection  with  the  University  in 
another  capacity  gave  you  an  insight  into  the  inner  workings  of 
the  University,  and  an  acquaintance  with  the  size  and  character 
of  the  student  body.     Your  knowledge  of  the  characteristics  of 


INAUGURATION  OF  PRESIDENT  HILL  65 

our  people  gives  you  a  familiarity  with  their  feelings  toward  the 
University  and  a  sense  of  their  appreciation  of  education.  Re- 
spected and  loved  by  the  students  and  the  faculty,  bearing  as 
you  do  the  best  wishes  of  the  alumni  and  the  good  will  of  the 
people  of  the  entire  Commonwealth,  no  president  of  this  or  any 
other  university  ever  entered  upon  his  duties  under  more  favorable 
auspices. 

The  Missouri  State  University  during  the  next  two  decades 
will  be  in  a  great  measure  what  you  propose  to  make  it  and  are 
successful  in  making  it.  The  very  atmosphere  of  a  university 
is  inspiring  and  broadening.  Its  tone  and  color  are  attributable 
in  great  part  to  the  personality  of  the  man  who  stands  at  its 
head.  You  heard  yesterday  through  the  Governor  of  this  Com- 
monwealth something  about  its  achievements  in  the  past  and  its 
possibilities  in  the  future.  The  representative  of  the  faculty,  who 
on  behalf  of  his  colleagues  extended  greetings  to  you,  very  prop- 
erly and  impressively  stated  that  the  University  of  Missouri  is 
now  entering  upon  a  new  period  of  its  career,  which  he  aptly 
termed  the  period  of  influence. 

Missouri,  although  there  has  been  a  little  check  upon  its 
progress  during  the  past  two  or  three  years,  entered  five  or  ten 
years  ago  upon  such  a  career  of  advancement  as  it  had  never  be- 
fore experienced.  The  financial  depression  which  prevailed 
throughout  the  country  affected  Missouri  less  than  it  did  any  other 
state  of  the  sisterhood,  in  my  judgment,  and  it  is  rapidly  recov- 
ering. 

Contrast  the  condition  to-day  of  this  university  with  what 
it  was  twenty  years  ago,  and  then  imagine,  if  you  can,  what  it 
will  be  twenty  years  hence.  Within  that  time  we  shall  have  at 
least  one  city  within  our  borders  numbering  one  million  popula- 
tion. At  least  one  more  will  have  three-quarters  of  a  million, 
if  not  also  one  million  souls.  There  will  be  at  least  two  others — 
I  have  St,  Joseph  and  Joplin  in  mind — that  will  have  at  least 
two  hundred  and  fifty  thousand  inhabitants  each.  The  population 
of  this  Commonwealth  which  during  the  past  decade  has  increased 


66  UNIVERSITY  OF  MISSOURI 

forty-three  per  cent,  will  increase  at  least  fifty  per  cent  in  the 
next  two  decades,  and  in  my  judgment,  it  will  approximate,  if  it 
will  not  reach,  five  millions  of  souls.  The  assessed  wealth  which 
has  grown  over  fifty  per  cent  during  the  past  two  decades  will, 
I  think,  grow  sixty-six  per  cent  in  the  next  two  decades — in  fact, 
I  believe  it  will  increase  one  hundred  per  cent. 

But,  Sir,  we  do  not,  upon  this  the  threshold  of  your  admin- 
istration, desire  to  depress  you  or  to  burden  you  by  stating  what 
we  expect  of  you.  We  are  here  to  extend  greetings  to  you  and  to 
pledge  our  support.  No  more  interesting  occupation,  no  nobler 
mission  can  any  man  undertake  than  the  presidency  of  a  great 
institution  of  learning.  The  blood  that  courses  through  your 
veins,  the  spirit,  the  ambition  and  the  perseverance  that  have 
brought  you  within  so  short  a  period  of  life  to  the  position  which 
you  now  assume  will  know  no  change  in  the  future.  The  Board 
of  Curators,  the  alumni,  and  the  students  have  no  misgivings  as 
to  w^hat  this  institution  will  become  under  your  administration. 

And  now,  Sir,  I  desire  on  behalf  of  the  Board  of  Curators, 
to  pledge  you  our  support  and  encouragement;  and  if  they  are 
willing  to  second  what  I  have  said,  they  will  please  rise  (Board 
of  Curators  rose)  and  remain  standing.  I  desire  also,  Sir,  to 
ask  the  faculty,  and  the  faculty  alone  at  this  juncture,  to  signify 
by  rising  that  they  will  give  you  their  most  faithful  assistance. 
(Faculty  rose)  The  Board  of  Curators  may  grant,  the  faculty 
may  order,  but  the  ultimate  aim  of  the  institution  can  only  be 
attained  by  the  work  of  the  students.  Will  the  students  also 
join  this  army  by  rising?    (Students  rose) 

Albert  Ross  Hill,  on  behalf  of  the  Board  of  Curators,  whom 
I  represent,  I  now  pronounce  you  President  of  the  University  of 
the  State  of  Missouri.     (Prolonged  Applause) 

And  I  now  call  upon  the  distinguished  President  who  pre- 
ceded the  President-elect,  and  who  devoted  the  best  years  of  his 
life  to  the  upbuilding  of  this  institution,  to  invoke  the  divine 
blessing  on  this  installation. 


INAUGURATION  OF  PRESIDENT  HILL  67 


PRAYER  BY  FORMER  PRESIDENT  RICHARD  HENRY  JESSE 

Almighty  and  most  merciful  God,  our  Father  in  Heaven,  let 
Thy  blessing  come  down  abundantly,  we  beseech  Thee,  upon 
the  University  of  Missouri,  and  upon  him  who  to-day  through  Thy 
providence  has  been  solemnly  set  apart  as  its  chief  leader.  Endow 
him  with  wisdom  from  on  high.  Give  to  the  President  and  to 
the  University  under  his  charge  Thy  holy  spirit  and  Thy  provi- 
dential care.  Consecrate  them  to  the  service  of  God.  These 
things  we  ask  as  the  disciples  of  our  Lord  and  Savior,  Jesus 
Christ.    Amen. 

INTRODUCTION  BY  THE  CHAIRMAN 

Distinguished  guests,  members  of  the  faculty,  students  of 
Missouri  State  University,  I  have  the  honor  of  presenting  to  you 
the  President  of  the  University  of  the  State  of  Missouri,  Albert 
Ross  Hill. 


68  UNIVERSITY  OF  MISSOURI 


INAUGURAL  ADDRESS  OF  PRESIDENT  HILL 

THE  UNIVERSITY  AND  THE  STATE 
Curators,  Faculty  and  Friends  of  the  University: 

With  a  deep  sense  of  the  responsibilities  involved  and  of  the 
varied  and  onerous  duties  of  the  position,  I  accept  the  Presidency 
of  the  University  of  Missouri.  It  is  conferred  upon  me  by  the  hand 
of  one  who,  as  Governor  of  the  State,  proved  himself  a  champion 
of  the  interests  of  this  institution  during  one  of  the  severest  trials 
of  its  history.  Under  such  circumstances  it  comes  to  me  with  pe- 
culiar significance  and  impressiveness,  and  I  shall  never  esteem  its 
responsibilities  lightly.  I  undertake  the  task  with  anxiety,  yet 
with  hope  and  courage;  and  with  the  co-operation  and  support 
of  Curators,  faculty,  alumni,  students,  and  the  friends  of  education 
everywhere,  whose  expressions  have  deeply  moved  me,  I  shall 
endeavor  to  the  best  of  my  ability  to  discharge  the  duties  of  the 
position  and  to  advance  the  causes  for  which  this  University 
stands.  And  perhaps  I  can  most  fitly  comply  with  the  demands 
of  this  hour  by  using  the  time  at  my  disposal  in  discussing  the 
relationship  between  the  University  and  the  State  of  Missouri. 

The  state  universities  of  America  are  the  earliest  product 
of  a  movement  in  favor  of  public  control  of  education,  which 
began  to  show  itself  even  before  the  close  of  the  colonial  period. 
The  colonial  colleges,  though  in  most  cases  at  the  outset  largely 
supported  by  grants  from  the  colonial  governments,  were  con- 
trolled by  boards  of  trustees  who  were  neither  teachers  in  the 
institutions  they  controlled  nor  in  any  way  responsible  to  the 
people,  and  these  boards  were  self-perpetuating  bodies.  The  ris- 
ing democratic  spirit  and  the  increasing  interest  in  civic  affairs 
which  were  manifested  about  the  time  of  the  Revolution,  tended 
to  accentuate  a  feeling  of  distrust  in  the  existing  colleges,  which, 
it  was  declared,  did  not  fully  answer  the  public  need  as  regards 
higher  education. 


INAUGURATION  OF  PRESIDENT  HILL  69 

Efforts  were  made  at  different  times  to  secure  for  the  colonial 
governments  a  larger  participation  in  the  management  of  Harvard, 
Princeton,  Yale,  and  other  colleges;  and  in  the  case  of  King's 
College,  now  Columbia  College  of  New  York,  for  whose  estab- 
lishment funds  were  raised  under  the  authority  of  the  colonial  leg- 
islature, a  strong  effort  was  made  to  prevent  the  issuance  of  its 
first  charter,  because  of  certain  ecclesiastical  conditions  that  were 
embodied  in  it.    When  the  protest  failed  and  the  College  had  been 
incorporated,  a  bill  was  brought  into  the  legislature  providing  for 
the  establishment  of  a  rival  institution  under  the  control  of  the 
colonial  government.    Though  the  bill  did  not  pass,  the  result  of 
the  controversy  was  to  take  away  half  of  the  original  endowment 
from  the  chartered  institution;  and  the  discussion  called  forth 
perhaps  the  earliest  distinct  American  utterance  in  favor  of  the 
control  of  higher  education  by  the  State.     It  enunciated  the  doc- 
trine that  "societies  have  an  indisputable  right  to  direct  the  educa- 
tion of  their  youthful  members". 

Independence  brought  with  it  many  important  economic, 
political,  and  social  changes,  and  the  new  states  found  themselves 
in  possession  of  a  great  national  domain  in  the  west.  Here  was 
a  clear  field  for  educational  experiment.  Here  were  lands  that 
could  be  set  apart  for  educational  purposes.  Here,  then,  was 
an  opportunity  for  the  establishment  of  institutions  which  should 
answer  to  the  rising  educational  consciousness  of  the  American 
people.  But  the  efforts  at  some  sort  of  state  control  of  existing 
institutions  were  not  yet  at  an  end.  Immediately  after  the  Revolu- 
tion, attempts  were  made  in  the  states  along  the  Atlantic  to 
make  over  the  existing  colleges  or  force  them  to  accept  some  sort 
of  public  supervision.  Notably  in  the  State  of  Virginia  repeated 
efforts  were  made  to  transform  William  and  Mary  College  into  an 
institution  which  might  fairly  serve  as  the  crowning  member  of 
a  state  system  of  education.  But  all  such  attempts  failed,  except 
for  brief  periods  and  in  few  instances,  and  the  demand  for  uni- 
versities under  complete  state  control  became  more  profound  and 


70  UNIVERSITY  OF  MISSOURI 

far-reaching.     The  movement  for  their  establishment  was  nearly 
simultaneous  in  the  West  and  South. 

Perhaps  the  turning  point  in  the  development  of  higher 
education  in  America,  east  and  west,  may  be  regarded  as  the 
famous  decision  of  the  United  States  Supreme  Court  in  the  Dart- 
mouth College  case,  which  declared  unconstitutional  and  void 
an  act  of  the  Legislature  of  New  Hampshire  altering  the  charter 
of  the  College  without  the  consent  of  the  corporation,  and  which 
settled  that  a  self-perpetuating  chartered  institution  is  a  private 
and  not  a  public  corporation  and  so  beyond  the  reach  of  govern- 
mental interference.  The  idea  advanced  by  the  opponents  of  Co- 
lumbia's charter,  that  an  institution  of  higher  education  could  not 
possibly  be  a  private  concern  as  regards  its  operation  and  influence, 
had  gone  abroad  and  become  a  settled  conviction  in  the  minds 
of  many  leaders  of  public  opinion.  The  decision  in  the  Dartmouth 
College  case  put  an  end  to  the  efforts  directed  at  governmental 
regulation  of  educational  close  corporations,  and  the  full  force  of 
the  movement  was  thus  turned  in  the  direction  of  the  establish- 
ment and  maintenance  of  universities  under  full  state  control. 
In  the  same  year  in  which  this  decision  was  handed  down,  1819, 
the  long  and  varied  efforts  of  Thomas  Jefferson  to  secure  the 
establishment  of  a  university  under  public  control  in  the  Old 
Dominion  were  crowned  with  success;  and  the  fact  that  the  Uni- 
versity of  Virginia  held  the  chief  place  in  a  well  thought  out  plan 
of  education  which  was  vitally  connected  with  a  democratic  scheme 
of  society,  and  that  it  was  the  cherished  project  of  so  illustrious 
a  statesman,  compelled  the  attention  of  the  builders  of  the  new 
commonwealths.  Then,  too,  the  intrinsic  character  of  the  new 
institution  was  such  that  its  establishment  marked  an  epoch  in 
America's  educational  development. 

In  the  following  year  the  State  of  Missouri  was  organized 
out  of  the  Territory  of  Missouri,  and  Congress  deemed  it  ex- 
pedient to  devote  two  townships  of  land  (46,030  acres)  to  a 
university,  and  one  thirty-sixth  of  the  entire  public  domain,  to- 
gether with  saline  and  swamp  lands,  to  district  schools.     The 


INAUGURATION  OF  PRESIDENT  HILL  71 

maintenance  and  promotion,  alike  of  the  University  and  of  the 
public  schools,  were  deliberately  and  solemnly  assumed  by  the 
State  of  Missouri  as  one  of  the  conditions  on  which  she  united 
with  her  sister  states  in  the  federal  union,  as  is  shown  in  sections 
I  and  2  of  the  sixth  article  of  her  first  Constitution,  "Schools  and 
the  means  of  education  shall  be  forever  encouraged  in  this  State." 
"The  General  Assembly  shall  take  measures  for  the  improvement 
of  such  lands,  etc.,  to  support  a  university  for  the  promotion  of  lit- 
erature and  the  arts  and  sciences,"  etc.  The  University  and  the 
district  schools  of  Missouri  were  thus  at  the  very  outset  planted 
together  as  constituent  parts  of  the  public  school  system  of  the 
State,  and  the  later  Constitutions  of  1865  and  1875  reaffirmed  this 
organic  connection,  the  latter  providing  that : 

"The  annual  income  of  the  public  school  fund,  together  with 
so  much  of  the  ordinary  revenue  of  the  State  as  may  be  by  law 
set  apart  for  that  purpose,  shall  be  faithfully  appropriated  for 
establishing  and  maintaining  the  free  public  schools  and  the  State 
University,  and  for  no  other  uses  and  purposes  whatsoever," 

If  we  turn  from  the  Constitution  to  legislative  enactments,  we 
find  the  same  connection  the  key-note  of  educational  measures. 
The  Geyer  Act  of  1839,  which  directly  instituted  the  University, 
also  provided  for  a  complete  state  system  of  public  education  in 
accordance  with  the  plan  which  Thomas  Jefferson  had  unsuc- 
cessfully urged  upon  Virginia  in  1779  and  which  nowhere  else 
found  systematic  application.  This  scheme  called  for  the  estab- 
lishment and  at  least  partial  maintenance  of  three  classes  of  schools 
to  be  articulately  connected  with  one  another  as  necessary  parts 
of  one  great  whole:  (i)  elementary  schools,  (2)  middle  schools, 
academies  and  colleges  in  different  parts  of  the  State,  (3)  the 
State  University,  "in  which  should  be  taught  in  the  highest  de- 
gree every  branch  of  knowledge,  whether  calculated  to  enrich, 
stimulate,  and  adorn  the  understanding,  or  to  be  useful  in  the 
arts  and  practical  business  of  life." 

Unfortunately,  as  I  see  it,  the  portion  of  the  Geyer  Act 
which  related  to  the  academies  and  colleges  was  repealed  in  1843, 


73  UNIVERSITY  OF  MISSOURI 

and  the  University  was  forced  for  many  years  to  supply  secondary 
training  for  the  youtli  of  the  State  who  wished  to  take  advantage 
of  the  facilities  here  afforded  for  higher  education,  by  means  of  a 
preparatory  department,  very  few  of  the  towns  providing  instruc- 
tion beyond  the  elementary  grades.  But  the  same  national  move- 
ment in  favor  of  public  education  which  had  led  to  the  establish- 
ment of  state  universities,  brought  later,  borne  on  the  same 
sweep  of  public  opinion,  the  high  schools  of  the  present  time, 
which  in  large  measure  supply  the  need  that  was  felt  from  the 
outset  for  more  adequate  training  for  the  many  than  can  be 
given  in  the  elementary  schools,  and  for  opportunity  for  the  most 
brilliant  and  ambitious  to  prepare  themselves  to  take  advantage  of 
a  university  course.  Unaided  by  state  appropriations,  the  public 
high  schools  of  Missouri  were  developed,  at  first  slowly  and  then 
with  rapid  strides,  through  the  co-operation  of  progressive  school 
superintendents  and  the  administration  of  the  University,  until 
now  there  are  over  one  hundred  and  fifty  secondary  schools  in 
Missouri,  public  and  private,  that  can  render  good  service  to  their 
communities  and  incidentally  prepare  those  students  who  de- 
sire the  privilege  for  admission  to  the  University.  Through  its 
system  of  visitation  and  accrediting  of  schools,  this  University 
has  stimulated  local  pride  and  initiative,  greatly  elevated  the 
standards  of  secondary  education  in  the  State,  and  while  con- 
stantly raising  its  own  requirements  for  admission,  kept  the  unity 
of  the  educational  system  intact.  We  have  found  ourselves  more 
or  less  consciously  striving  toward  the  standard  set  up  by  Huxley 
when  he  said,  "No  system  of  public  education  is  worth  the  name 
of  national  unless  it  creates  a  great  educational  ladder,  with  one 
end  in  the  gutter  and  other  in  the  University."  What  legislation 
failed  to  provide  for  has  been  supplied  in  our  state  system  of  ed- 
ucation by  the  co-operation  of  those  parts  of  the  system  that  were 
established  by  law,  and  the  University  has  recently  come  into  its 
birthright  as  the  crowning  member  of  a  state  system  of  educa- 
tion that  is  all  but  complete.  And  this  position  determines  the 
chief  functions  of  the  University  in  state  economy. 


INAUGURATION  OF  PRESIDENT  HILL  73 

As  the  University  is  an  organic  member  of  the  state  system 
of  pubhc  education,  the  work  of  its  fundamental  departments 
must  rest  solidly  and  securely  upon  a  sound  basis  of  secondary 
and  elementary  training.  It  must  be  so  based  upon  it  that  there 
shall  be  no  gap  between  the  University  and  the  schools  that  do 
the  more  elementary  work  of  the  system.  The  State  University 
cannot  require  for  admission  what  the  schools  of  the  State  cannot 
give,  either  in  total  quantity  of  preparatory  training  or  in  spe- 
cific phases  of  subject  matter.  This  does  not  mean  that  the  re- 
quirements for  admission  must  be  so  low  that  the  weakest  school 
in  the  State  can  meet  them,  but  that  the  general  standard  main- 
tained by  high  schools  of  the  first  class  must  determine  the  stand- 
ard of  admission  to  the  fundamental  departments  of  the  Univer- 
sity. Furthermore,  since  the  other  parts  of  the  educational  sys- 
tem have  as  their  primary  function  something  else  than  prepara- 
tion of  their  students  to  enter  the  University,  it  follows  that  the 
entrance  requirements  to  the  fundamental  departments  must  be 
so  flexible  that  the  youth  who  has  been  trained  to  sound  habits 
of  work  and  of  thinking  will  not  find  the  door  to  higher  education 
closed  against  him  because  he  has  not  pursued  intensively  some 
particular  subject  in  the  secondary  schools.  But  this  situation 
need  not  prevent  the  State  University  from  maintaining  stand- 
ards of  graduation  that  equal  those  of  the  best  privately  endowed 
institutions.  And,  thanks  largely  to  the  ideals,  insight  and  un- 
tiring efforts  of  my  immediate  predecessor  in  the  presidency,  and 
to  the  support  which  he  received  from  the  faculties  and  the  school 
teachers  of  Missouri,  this  University  to-day  maintains  standards 
of  graduation  for  the  degree  of  Bachelor  of  Arts  that  are  not 
excelled  by  any  university  in  America.  Further  improvement 
in  the  high  schools  of  the  State  will  not  likely  lead,  therefore,  to 
corresponding  advancement  in  our  standards  of  graduation  for 
that  degree,  but  to  the  elimination  of  some  of  the  work  now 
necessary  in  our  lowest  courses  in  the  University.  The  lower 
schools  and  the  University  were  established  at  the  same  time,  have 
grown  up  together,  and  the  future  of  each  must  be  determined 


74  UNIVERSITY  OF  MISSOURI 

by  the  progress  and  improvement  in  the  other  parts  of  the  system. 
The  University  is  just  the  State's  highest  school,  and  expresses 
the  corporate  longing  of  the  people  for  the  higher  things  of  the 
spirit. 

As  the  crowning  member  of  the  State's  public  school  system, 
the  fundamental  function  of  the  University  I  take  to  be  the  crea- 
tion of  the  highest  and  most  efficient  type  of  citizen.  We  must 
graduate  men  and  women  here  who  will  see  life  as  duty  and  op- 
portunity and  not  as  selfish  pleasure;  whose  instincts  and  emo- 
tions have  been  brought  under  the  direction  of  reason;  whose 
judgment  has  been  sobered  by  the  lessons  of  the  past  and  by  the 
methods  and  spirit  of  modern  science;  who  have  acquired  in- 
tellectual toleration  and  social  sympathy;  who  can  discern  the 
truth  and  dare  to  utter  it;  who  have  reverence,  loyalty,  capacity 
for  devotion  to  great  causes  and  a  scorn  of  dishonor;  who  have 
insight  into  and  appreciation  of  modern  civilization  and  are  re- 
sponsive to  its  manifold  demands. 

In  order  to  accomplish  this  result,  the  University  must  first 
and  foremost  train  men  and  women  to  think.  The  child  in  the 
elementary  school  and  the  youth  in  the  high  school  are  just  com- 
ing into  possession  of  their  racial  and  individual  inheritance  of 
instinctive  and  emotional  life,  and  the  chief  problem  of  these 
schools  is  so  to  control  these  spontaneous  and  more  or  less  ran- 
dom impulses,  as  to  establish  on  this  native  groundwork  habits 
and  sentiments  that  make  for  social  efficiency.  Social  control 
must  prepare  the  individual  for  self  control  in  a  life  of  social  re- 
lationships. But  the  young  man  or  woman  in  the  University, 
while  still  partly  a  creature  of  influences  in  the  social  environ- 
ment, is  possessed  of  a  measure  of  self  direction  in  thought  and 
action,  is  experiencing  a  heightened  sense  of  mental  independ- 
ence and  doubts  regarding  the  validity  of  those  judgments  which 
have  been  naively  accepted  through  social  heredity;  he  is  sub- 
ject to  the  "growing  pains"  of  the  intellectual  life,  and  the  way 
through  all  this  to  stability  and  sobriety  of  judgment  is  more 
thorough  thinking.    If  the  State  is  to  attain  the  goal  which  may  be 


INAUGURATION  OF  PRESIDENT  HILL  75 

described  as  a  rational  ethical  democracy,  it  needs  pre-eminently 
the  leadership  of  the  largest  possible  number  of  persons  of  greater 
insight  and  larger  social  efficiency  than  the  elementary  and  sec- 
ondary schools,  with  their  necessary  limitations,  can  hope  to  de- 
velop. Such  leaders  must  not  only  have  the  habits  and  sentiments 
that  are  demanded  by  the  civilization  they  are  to  serve,  but  must 
have  an  adequate  sense  of  values,  a  secure  point  of  view  from 
which  to  meet  emergencies,  and  intellectual  resources  to  deal  with 
new  situations. 

The  scientific  character  of  the  training  afforded  should  be 
the  distinguishing  quality  of  the  University  in  all  its  colleges  and 
schools.  The  best  way  to  prepare  a  person  for  leadership  in  the 
practical  duties  of  a  profession,  so  far  as  that  can  be  done  in 
school,  is  to  train  him  to  be  an  independent  thinker  and  investiga- 
tor in  the  domain  of  that  profession.  The  great  lawyer  must  be 
possessed  of  more  than  a  knowledge  of  facts  and  precedents  in 
law,  he  must  have  a  power  of  independent  judgment  on  any  legal 
question  he  may  have  to  meet ;  the  engineer  must  have  more  than 
the  mechanical  skill  in  "doing  things"  which  he  can  learn  from 
experience  in  "doing,"  he  must  also  be  in  possession  of  the  fun- 
damental facts  and  principles  of  physical  science,  and  be  so  trained 
in  their  application  that  he  will  be  able  to  master  difficult  and  un- 
expected problems  in  his  line;  and  the  teacher  must  be  more  than 
a  pedant  whose  mind  is  stored  with  knowledge  of  books  and 
empirical  methods  of  teaching:  he  must  have  insight  into  the 
deeper  springs  of  youthful  impulse  and  curiosity,  and  must  be  a 
living  embodiment  of  the  spirit  of  discovery,  so  that  he  can  kindle 
in  his  pupils  the  sacred  flame  of  aspiration,  and  be  a  power  and 
vital  force  in  the  life  of  the  community  which  he  serves.  This  is 
the  feature  of  the  German  universities  and  their  professional 
schools  which  gives  them  such  high  standing  among  educational 
institutions  and  gives  the  Germans  their  pre-eminence  in  the  world 
of  science,  scholarship,  and  industry. 

But  there  are  those  who  profess  to  see  in  this  emphasis  upon 
the  scientific  spirit  some  danger  to  the  moral  life.    Now,  the  moral 


76  UNIVERSITY  OF  MISSOURI 

danger  from  it  is  certainly  inappreciable.  Thinking  leads  to  faith, 
or  to  that  kind  of  doubt  which  is  as  humble  as  faith.  It  is  the 
ignorant  and  unthinking  mind  with  its  triviality,  its  uncertainties, 
and  its  double  vision,  from  which  we  have  most  to  fear.  The  true 
scientific  spirit  fosters  love  of  truth  and  discourages  love  of  gain, 
and  is  thus  essentially  idealistic.  And  when  I  refer  to  thinking 
and  to  scientific  training,  I  must  not  be  understood  to  speak  of  the 
study  of  material  objects  and  of  physical  science  only,  for  our  pri- 
mary relation  in  life  is  not  to  things  but  to  persons ;  and  the  study 
of  languages,  history,  political  and  social  institutions,  and  phi- 
losophy, may  exemplify  and  inculcate  the  scientific  spirit  as  fully 
as  the  study  of  the  physical  and  biological  sciences.  To  train 
men  and  women  to  think  and  to  think  truly,  the  University  must 
present  such  a  range  of  subjects  that  students  may  share  in  the 
world's  best  inheritance  in  each  of  the  great  realms  in  human 
thinking,  and  acquire  a  true  view  of  the  whole  field  of  knowledge. 
The  University  must  even  require  its  students  to  pursue  repre- 
sentative courses  in  each  of  the  great  fields  of  human  thought  and 
achievement  sufficient  to  supplement  and  round  out  the  general 
culture  which  is  too  meagerly  provided  by  our  secondary  schools; 
but  it  should  make  its  distinctive  requirement  the  thorough  mas- 
tery of  the  method  and  spirit  of  some  one  subject,  for  clear  think- 
ing in  a  restricted  field  is  the  surest  guarantee  of  clear  and  sound 
thinking  in  a  variety  of  directions.  And  all  this  work  should  be 
carried  on  in  an  atmosphere  permeated  with  ethical  and  aesthetic 
ideals,  and  students  of  all  departments  should  be  in  constant  touch 
with  the  best  in  the  realms  of  literature,  music,  and  the  fine  arts. 
Taste,  character,  and  religion  must  be  mainly  caught  rather  than 
taught. 

Nor  can  the  physical  welfare  of  its  students  be  neglected 
by  the  University.  There  must  be  scrupulous  care  about  san- 
itary conditions,  careful  supervision  of  the  health  of  students  by 
trained  physicians,  and  the  means  provided  for  recreation  in  g)'m- 
nasiums  and  play  grounds.  If  athletics  are  to  make  their  true 
contribution  to  student  life,  a  wide  range  of  sports  must  be  en- 


INAUGURATION  OF  PRESIDENT  HILL  77 

couraged  that  shall  enlist  a  great  portion  of  the  students,  and 
not  merely  a  small  number  of  specially  athletic  men ;  and  the  spirit 
of  genuine  play  must  be  dominant,  for  athletics  have  their  valuable 
office,  not  as  advertising  or  money-making  enterprises,  but  sim- 
ply as  play.  Unfortunately,  some  of  the  best  games  for  university 
students  have  been  so  modified  in  America  through  the  influence 
of  the  professional  coach,  that  they  now  partake  less  of  the  spirit 
of  play  than  of  military  discipline ;  and  rivalry  among  universities 
for  success  in  intercollegiate  athletic  contests  has  brought  with  it 
attitudes  of  students  and  alumni  that  are  strangely  out  of  keep- 
ing with  the  spirit  manifested  in  all  other  relations.  In  fact  I 
sometimes  fear  that  intercollegiate  athletics  to-day  constitute  a 
great  menace  to  the  development  of  true  university  ideals  in  Amer- 
ica, and  that  educators  will  be  forced  to  consider  more  carefully 
than  has  yet  been  done  how  to  use  athletic  sports  for  educa- 
tional purposes  where  now  they  are  in  so  many  instances  carried 
on  for  the  entertainment  of  gamblers  and  their  method  is  dic- 
tated by  paid  coaches  without  any  educational  aims.  Fortunately 
I  can  say  that  this  University  has  been  a  pioneer  in  its  insistence 
upon  clean,  manly  sport,  and  that  it  has  been  successful  in  en- 
listing the  interest  of  large  numbers  in  the  several  forms  of  ath- 
letic games;  and  the  University  of  Missouri  will  continue  to  seek 
first  the  kingdom  of  true  sportsmanship  and  let  victories  be  added 
unto  her.  Thus  conducted,  athletics  will  contribute  to  the  sanity 
and  health  of  all  other  interests. 

But  the  State  University  should  be  more  than  the  highest 
institution  for  the  scientific  training  of  citizens,  teachers,  lawyers, 
engineers,  etc.  It  should  become  to  an  increasing  extent  the  sci- 
entific arm  of  the  State  Government.  As  the  business  of  Govern- 
ment becomes  more  complex  and  its  problems  more  difficult  to 
solve,  there  will  arise  many  cases  in  which  careful  scientific  ex- 
periment and  long  continued  investigation  will  be  a  necessary  pre- 
liminary to  final  legislative  action,  and  the  University  with  its 
laboratories  and  trained  investigators  should  stand  ready  to  an- 
swer the  State's  call  for  scientific  information  and  expert  advice. 


78  UNIVERSITY  OF  MISSOURI 

Hither  should  the  State  Government  turn  for  service  in  testing 
foods  and  drugs  for  human  use,  as  well  as  food  stuffs  for  live 
stock;  in  testing  fertilizers,  water  and  milk  supplies,  mineral  re- 
sources and  materials  for  construction  or  manufacture;  in  in- 
vestigating diseases  of  live  stock,  plants  and  fruit  trees;  and  for 
expert  advice  on  questions  of  taxation,  improvement  of  reforma- 
tory and  penal  institutions,  on  legislation  regarding  railways, 
insurance,  banking,  and  the  manifold  concerns  of  the  people.  There 
should  be  established  at  the  University  bureaus  and  offices  of  the 
State  Government  which  have  for  their  object  scientific,  statistical 
or  philanthropic  work,  such  as  the  State  Board  of  Agriculture, 
State  Commission  of  Good  Roads,  State  Board  of  Health,  State 
Board  of  Charities  and  Correction,  State  Geological  Survey,  State 
Fish  Commission,  State  Historical  Society,  etc.,  where  they  can 
take  full  advantage  of  all  the  equipment  in  laboratories  and  li- 
braries that  is  necessarily  maintained  here  for  purposes  of  scientific 
instruction  and  research.  All  this  would  not  only  enable  the  State 
to  make  full  use  of  the  equipment  and  officers  of  the  University, 
but  it  would  have  important  educational  results  that  would  ben- 
efit the  State  indirectly.  The  increasing  number  of  scientific  men 
centered  here  would  help  create  that  scientific  atmosphere  and 
spirit  which  I  have  described  as  the  essential  characteristic  of  a 
true  university;  and  by  such  a  union  the  State  would  secure  the 
maximum  of  service  at  a  minimum  of  cost.  The  co-operation 
between  the  College  of  Agriculture  and  the  State  Board  of  Ag- 
riculture, whose  offices  are  by  law  in  the  Agricultural  Building, 
affords  a  good  example  of  the  benefits  to  both  parties  from  such 
intimate  association;  and  the  results  have  been  equally  satis- 
factory in  every  department  in  which  the  experiment  has  been 
fairly  tried. 

Turning  from  a  general  statement  of  the  functions  of  the 
University  in  state  economy,  let  me  refer  to  the  several  colleges 
and  schools  as  organs  by  which  she  seeks  in  a  variety  of  ways 
to  render  the  service  expected  by  the  people.  May  I  not  put  first 
the  College  of  Arts  and  Science,  which  aims  to  complete  the 


UNIVERSITY 

or 


INAUGURATION  OF  PRESIDENT  HILL  79 

general  culture  of  youth  as  they  come  from  the  secondary  schools, 
and  to  provide  for  specialization  in  those  fundamental  branches 
which  underlie  all  advanced  technical  study  and  without  which 
the  professional  schools  would  be  empirical  and  superficial  rather 
than  scientific  in  the  training  they  could  oiTer?  Without  aiming 
directly  to  equip  its  students  for  the  practice  of  any  particular 
vocation,  this  College,  with  its  varied  programme  of  humanistic 
and  scientific  studies,  furnishes  the  key  to  all  professional  courses ; 
and  with  its  encouragement  of  disinterested  pursuit  of  truth  and 
insistence  upon  fundamental  insight,  it  stands  as  an  idealizing 
force  in  the  entire  life  of  the  University.  True  to  the  genius  of 
Missouri's  people,  who  place  a  higher  value  upon  virtue  and  the 
cultured  will  than  upon  mere  economic  efficiency,  this  State  es- 
tablished the  College  of  Arts  long  before  she  provided  the  facili- 
ties for  direct  professional  training  at  this  University;  and  the 
life  of  her  early  pioneers  in  higher  education  was  devoted  with 
wonderful  singleness  of  purpose  and  a  true  patriotism  to  the  fur- 
therance of  liberal  culture.  And  though  many  changes  have  been 
wrought  in  the  curriculum  through  the  assimilation  of  the  modern 
sciences  and  the  modern  humanities,  thus  keeping  its  work  adapted 
to  the  changing  needs  of  the  people;  though  this  Department  has 
experienced  the  discipline  of  genuine  poverty  and  the  stimulus 
of  the  State's  munificence;  though  it  has  shared  with  the  State 
in  the  disasters  of  war  and  in  the  prosperity  of  her  later  industrial 
and  commercial  development,  it  yet  retains,  I  like  to  think,  that 
spirit  of  thoroughness  and  adaptability,  of  love  of  truth  and  philo- 
sophic poise,  of  self-sacrifice  and  devotion  to  the  highest  concerns 
of  the  State,  that  were  stamped  upon  it  by  the  first  president,  Dr. 
John  H.  Lathrop,  and  his  loyal  colleagues  on  the  faculty  and  on 
the  Board.  The  oldest  living  graduate,  if  he  will  take  time  to 
understand  the  inner  spirit  of  her  present  complex  life,  will  find 
that  the  University  of  Missouri  has  not  broken  with  her  past 
and  that  there  is  more  here  than  "The  Columns"  to  bind  him  to 
alma  mater  and  link  the  institution  with  the  historic  life  of 
Missouri  people. 
6 


8o  UNIVERSITY  OF  MISSOURI 

This  College,  which  is  logically  and  historically  the  most 
fundamental  Department  of  the  University,  has  at  appropriate 
times  adjusted  its  admission  requirements  and  its  curriculum  to 
the  improved  conditions  of  secondary  education  and  the  changing 
conditions  in  the  life  of  the  people,  and  has  recently  adapted  its 
curriculum  to  the  needs  of  the  individual  student  by  arranging 
its  requirements  of  general  training  in  accordance  with  the  pre- 
vious preparation  of  the  individual  and  requiring  of  each  speciali- 
zation along  the  lines  of  his  own  choice  during  the  last  two  of  the 
four  years  of  study.  But  the  most  noticeable  advance  in  the 
arts  and  science  work  of  the  University  in  recent  years  has  come 
from  the  introduction  of  graduate  instruction,  and  with  it  the 
spirit  of  investigation  and  independent  search  for  truth  on  the 
part  of  both  faculty  and  students.  This  has  demanded  of  the 
University  that,  in  making  additions  to  its  faculty,  men  and 
women  of  productive  scholarship  be  secured ;  and  the  spirit  of  dis- 
covery has  already  touched  with  its  dynamic  force  every  aspiring 
soul  in  the  group,  and  in  the  long  run  it  will,  I  hope,  become 
an  axiom  of  our  educational  faith  that  he  only  can  inspire  uni- 
versity men  and  women  to  think  who  himself  is  imbued  with  the 
true  spirit  of  research. 

I  take  pleasure  in  noting  that  in  the  matter  of  enrollment 
the  College  of  Arts  and  Science  has  fully  kept  pace  with  the 
growth  of  the  professional  schools,  and  that  to-day  more  than 
one-half  of  the  entire  student  body  in  Columbia  is  to  be  found 
registered  primarily  in  its  courses,  undergraduate  and  graduate, 
and  that  in  addition,  with  the  single  exception  of  the  Law  School, 
students  in  all  Departments  of  the  University  devote  a  portion  of 
their  time  to  courses  in  mathematics  and  the  fundamental  sciences, 
English,  history  and  economics,  that  are  offered  by  the  Academic 
Faculty.  As  the  professional  schools  of  the  University  raise  their 
standards  of  efficiency,  as  the  scientific  spirit  becomes  the  more 
dominant  note  in  all  their  training,  and  as  the  demand  increases 
for  instruction  in  the  arts  and  sciences  beyond  the  scope  of  the 
undergraduate  curriculum,  we  may  look  forward  to  an  increasing 


INAUGURATION  OF  PRESIDENT  HILL  8l 

influence  of  the  best  traditions  of  this  central  Department  of  the 
institution.  Strong  in  the  reassuring  inheritance  of  seven  decades 
of  successful  work,  the  College  of  Arts  and  Science  faces  the 
future  with  firm  faith  in  the  value  of  what  has  been  long  known 
as  "liberal  culture,''  and  with  confidence  in  the  disposition  of 
the  people  of  Missouri  to  support  this  form  of  culture  for  their 
sons  and  daughters. 

The  work  of  the  more  general  courses  in  arts  and  science 
is  shared  by  the  numerous  colleges  of  the  State  that  are  not  under 
state  control,  and  their  success  in  accomplishing  their  special  func- 
tions is  a  matter  of  congratulation  to  every  friend  of  education. 
The  extent  to  which  we  have  had  co-operation  between  public 
and  private  initiative  in  the  field  of  liberal  education  in  this 
State  has  been  a  piece  of  good  fortune  for  the  Commonwealth; 
and  I  look  for  that  co-operation  to  become  more  conscious  and 
active  in  the  future,  so  that  the  general  training  given  by  the 
colleges  will  be  more  definitely  articulated  with  the  special  training 
given  by  the  University.  As  the  State  University  becomes  better 
equipped  for  the  realization  of  her  highest  ambitions,  an  increas- 
ing significance  will  belong  to  the  colleges  devoted  to  general 
culture  in  the  educational  work  of  Missouri. 

Next  to  the  provision  for  liberal  culture  of  the  best  minds 
among  the  young  men  and  women  of  the  State  would  seem  to 
come  professional  training  for  those  who  are  to  be  in  a  special 
sense  the  bearers  of  this  culture  to  the  rising  generation,  the  public 
school  teachers.  "The  function  of  a  university,"  said  the  noted 
educator.  Sir  Joshua  Fitch,  "is  to  teach  and  to  train  teachers." 
Without  attempting  here  to  discuss  the  limitations  of  this  state- 
ment, it  seems  to  me  self-evident  that  no  state  university  can 
count  itself  truly  a  part  of  the  public  school  system  that  does  not 
regard  it  as  one  of  its  primary  functions  to  equip  men  and  women 
for  leadership  in  the  great  work  of  public  education,  as  it  is  rep- 
resented in  the  elementary  and  secondary  schools  of  the  State. 
So  thought  the  founders  of  the  University  of  Missouri.  President 
Lathrop,  during  the  year  which  saw  the  dedication  of  the  first 


82  UNIVERSITY  OF  MISSOURI 

building,  1843,  urged  upon  the  Legislature  and  the  Curators  the 
importance  of  making  special  provision  for  the  professional  train- 
ing of  teachers  here;  and  the  Father  of  the  University,  the  Hon- 
orable James  S.  Rollins  of  Columbia,  introduced  and  supported 
to  its  final  passage  in  the  Legislature  of  1867  a  bill  to  establish 
a  Normal  Department,  as  the  first  professional  school  of  this 
University.  That  the  Legislature  of  1867  w^as  conscious  of  the 
significance  of  this  new  Department  and  that  the  people  expected 
the  University  to  exert  through  it  a  wholesome  and  uplifting  in- 
fluence upon  the  schools  of  the  State,  is  indicated  by  the  fact  that 
at  the  same  session  there  was  made  to  the  University  an  annual 
grant  of  one  and  one-third  per  cent  of  the  state  revenue,  after 
deducting  therefrom  twenty-five  per  cent  for  the  support  of  com- 
mon schools,  the  first  grant  made  by  the  State  itself  for  the  sup- 
port of  its  University.  The  establishment  of  the  Normal  Depart- 
ment here  was  also  the  first  step  taken  by  the  State  to  provide 
professional  training  for  Missouri  school  teachers.  It  antedates 
the  normal  schools  of  this  State  and  was  the  first  department  of 
its  kind  in  America  to  be  established  as  co-ordinate  in  rank  with 
other  schools  of  a  university. 

Amid  varying  fortunes  and  under  various  names,  this  Depart- 
ment has  been  ever  since  maintained  by  the  University  and  has 
rendered  a  valuable  educational  service  to  the  State.  But  it  re- 
mained for  the  administration  of  President  Richard  Henry  Jesse 
to  realize  the  full  responsibility  of  the  University  in  the  prepara- 
tion of  teachers,  and  the  necessity  as  well  as  wisdom  of  strengthen- 
ing this  old  Department.  In  1904  it  was  reorganized  as  the  Teach- 
ers College,  its  courses  were  put  upon  a  scientific  basis  in  keeping 
with  modern  university  spirit,  its  degrees  made  the  full  equivalent 
of  other  university  degrees,  and  its  activities  greatly  extended. 
That  its  recent  service  to  the  educational  system  of  the  State  has 
been  much  appreciated  by  the  school  teachers  and  intelligent  citi- 
zens of  Missouri  there  can  be  no  doubt,  and  if  it  is  properly  sup- 
ported and  wisely  directed  there  are  virtually  no  limits  to  its  pos- 
sibilities of  service.     But  the  Teachers  College  cannot   supply 


INAUGURATION  OF  PRESIDENT  HILL  83 

more  than  a  small  fraction  of  the  four  thousand  new  teachers 
that  must  every  year  be  recruited  for  the  schools  of  this  great 
State,  and  the  State  has  wisely  established  a  State  Normal  School 
in  each  of  its  main  geographical  divisions.  Being  in  a  position 
to  admit  students  of  less  scholastic  preparation  than  is  possible 
for  the  University,  and  being  located  in  the  very  heart  of  the 
communities  which  they  are  intended  especially  to  serve,  these 
Normal  Schools  can  do  a  work  which  no  other  element  in  the 
school  system  can  so  well  accomplish ;  and  they  and  the  University 
should  work  together  practically  as  a  single  institution  for  the 
improvement  of  the  whole  system  of  public  schools  supported  by 
the  State,  The  University  should  be  prepared  to  ofifer  the  most 
advanced  professional  and  academic  courses  for  normal  school 
graduates  as  well  as  for  the  graduates  of  the  colleges  who  wish  to 
take  up  the  work  of  teaching  in  the  public  schools. 

But  while  the  people  of  this  State  believe  with  Plato  that 
the  divinest  things  are  the  most  serviceable,  they  also  planned 
from  the  outset,  as  has  been  noted,  to  have  taught  in  the  University 
whatever  branches  of  knowledge  might  prove  "useful  in  the  prac- 
tical arts  and  business  of  life."  And  when  they  turned  to  the 
consideration  of  how  instruction  in  the  University  might  be  made  a 
means  of  developing  the  State's  industries,  what  more  natural  than 
that  they  should  think  first  of  instruction  in  agriculture,  the  great- 
est industry  and  source  of  wealth  in  the  State?  The  establish- 
ment of  the  Agricultural  College  as  a  Department  of  the  State 
University  was  foreshadowed  in  the  addresses  of  the  first  presi- 
dent and  the  discussions  in  the  Board  of  Curators,  but  its  realiza- 
tion was  made  possible  only  when  Congress  passed  the  Morrill  Act, 
providing  for  the  donation  of  public  lands  for  a  college  in  each 
state,  whose  object  should  be  the  teaching  of  "such  branches  of 
learning  as  are  related  to  agriculture  and  the  mechanic  arts." 
After  a  long-continued  and  bitter  struggle  this  College  was  in 
1870  located  at  Columbia  "as  a  distinct  Department  of  the  Univer- 
sity," by  an  act  of  the  Legislature  which  has  proved  a  godsend 
to  both  the  University  and  the  State.    Even  the  discussion  which 


84  UNIVERSITY  OF  MISSOURI 

the  long  contest  gave  rise  to,  in  the  newspapers,  in  educational 
journals,  in  lectures,  on  the  stump,  and  before  the  Legislature, 
aroused  public  thought  on  educational  matters  and  educated  the 
people  to  a  larger  and  truer  conception  of  the  State  University. 
It  amounted  to  little  less  than  a  second  founding  of  the  whole 
institution. 

In  accepting  the  Land  Grant,  the  State  of  Missouri  became 
responsible  for  the  administration  of  the  funds,  the  supervision 
and  control  of  the  instruction,  and  for  supplementing  the  con- 
gressional grant  not  only  by  the  erection  and  maintenance  of 
buildings  and  equipment,  but  also,  it  is  clearly  implied,  by  addi- 
tional endowments  for  purposes  of  instruction.  She  has  kept 
faith  with  the  Federal  Government  and  has  made  increasing  ap- 
propriations for  the  furtherance  of  the  objects  aimed  at  in  the 
establishment  of  this  College  of  Agriculture.  But  the  Federal 
Government  also  went  further,  and  later  provided  by  the  second 
Morrill  Act,  and  still  more  recently  by  the  Nelson  Amendment, 
for  annual  appropriations  from  Congress  in  support  of  agricul- 
tural education  in  each  of  the  several  states,  that  exceed  the  total 
income  of  many  a  reputable  college.  But  in  some  senses  the 
most  significant  act  of  Congress  in  behalf  of  the  agricultural  inter- 
ests of  the  country  and  of  higher  education  in  the  science  of 
agriculture  was  the  Hatch  Act  of  1887,  which  provided  for  the 
establishment  and  support  of  agricultural  and  experiment  stations 
in  every  state,  "so  that  practical  and  scientific  agriculture  could 
walk  hand  in  hand,"  as  the  originator  of  the  plan  tells  us,  and, 
as  we  know  from  the  results,  so  that  discovery  in  agricultural 
science  might  be  stimulated  and  its  results  reported  promptly  and 
directly  to  the  farmers  of  the  State.  This  establishment  was  made 
possible  through  the  force,  eloquence,  and  insight  of  one  who  was 
for  fifteen  years  a  member  of  the  Board  of  Curators  of  this 
University,  an  honored  citizen  of  Missouri,  and  the  first  Secretary 
of  Agriculture  for  the  United  States — the  Honorable  Norman 
J.  Colman,  of  St.  Louis.  The  establishment  of  the  Experiment 
Station  within  the  College  of  Agriculture,  supplemented  by  the 


INAUGURATION  OF  PRESIDENT  HILL  85 

later  provision  of  the  Adams  Fund,  introduced  a  new  spirit  into 
the  work,  and  marked  the  beginning  of  investigations  that  have 
brought  fame  to  the  College  of  Agriculture  and  saved  this  State 
and  the  Southwest  millions  of  dollars,  and  contributed  in  no  slight 
degree  to  the  growth  of  that  spirit  of  discovery  that  is  coming 
now  to  permeate  every  department  of  the  University,  and  is  to 
be,  I  hope,  its  most  distinguishing  characteristic  in  the  future. 

The  College  of  Agriculture  has  contributed  to  the  wealth  of 
Missouri  much  more  than  its  total  cost  to  the  State  and  Federal 
Governments  combined,  and  the  present  work  is  but  a  promise 
of  what  it  is  capable  of  doing  in  the  future.  Take  for  instance 
the  State  Soil  Survey  which  is  now  in  progress,  which  aims  to 
determine  accurately  the  various  types  of  soil  in  the  State,  their 
chemical  composition  and  physical  characteristics,  and  their  adap- 
tability to  various  plants,  to  crop  rotations,  and  to  different  sys- 
tems of  farming.  Samples  of  these  soils  are  analyzed  and  their 
origin  and  past  history  studied.  Definite  field  experiments  are 
now  in  progress  on  the  principal  soil  types  which  are  most  ur- 
gently in  need  of  attention,  for  determination  of  the  particular 
fertilizers,  renovating  crops,  and  systems  of  rotation  which  would 
be  likely  to  produce  the  greatest  economic  results.  Experiments 
have  also  been  instituted  to  ascertain  the  cost,  the  feasibility,  and 
profitableness  of  tile  drainage  for  certain  areas  in  the  State.  When 
this  piece  of  investigation  is  complete,  the  College  of  Agriculture 
will  be  able  to  inform  any  community  in  the  State  what  system 
of  farming,  what  kind  of  fertilizers,  etc.,  will  be  most  profit- 
able ;  and  the  results,  if  heeded  by  the  people,  will  add  enormously 
to  Missouri's  wealth.  Experiments  of  similar  significance  are 
also  in  progress  along  lines  affecting  the  live-stock  and  dairy 
interests  of  the  State,  some  of  them  in  co-operation  with  the 
United  States  Department  of  Agriculture,  and  results  of  great 
value  are  in  sight  if  the  means  are  provided  for  carrying  on  these 
experiments  to  a  successful  issue.  All  this  is  in  addition  to  the 
instruction  that  is  furnished  to  large  numbers  of  Missouri  young 
men  in  the  scientific  and  practical  phases  of  agriculture.     May  I 


86  UNIVERSITY  OF  MISSOURI 

not  quote  with  approval  the  words  of  the  last  report  made  by  the 
State  Board  of  Agriculture:  "In  the  heart  of  the  greatest  agri- 
cultural region  in  the  world,  the  Mississippi  Valley,  will  grow 
up  in  the  near  future  the  greatest  agricultural  college  in  the  world. 
Missouri,  one  of  the  richest  of  these  States,  with  a  more  diversified 
agriculture  than  any  other,  and  with  the  most  central  location,  is 
peculiarly  well  suited  to  build  such  a  college." 

But  we  must  do  more  than  build  here  a  great  College  of 
Agriculture.  We  must  adapt  the  scientific  results  achieved  to 
the  needs  of  those  living  on  the  soil.  While  maintaining  the 
high  standards  of  scholarship  that  have  been  wisely  adopted  for 
those  students  who  take  the  degree,  we  must  seek  to  educate 
a  much  larger  number  of  young  men  in  modern  methods  of  ag- 
riculture than  can  spend  four  years  here  after  completing  a  high 
school  course.  We  must  expand  and  make  still  more  attractive 
our  short  winter  courses,  and  carry  the  gospel  of  scientific  agri- 
culture both  by  bulletins  and  by  extension  lectures  to  the  four 
corners  of  the  State.  Nor  should  the  College  of  Agriculture  count 
its  field  limited  to  that  w^hich  concerns  the  cultivation  of  the  soil 
and  the  care  of  live  stock,  but  joining  hands  with  the  Teachers 
College  and  the  State  Normal  Schools  it  should  help  devise  and 
execute  plans  for  the  improvement  of  rural  education,  and  stim- 
ulate local  initiative  and  local  ambition  for  all  that  pertains  to  the 
welfare  of  rural  life  and  rural  institutions. 

Next  to  the  agricultural  resources  of  Missouri  stands  her 
mineral  wealth,  in  coal,  iron,  lead,  zinc,  lime,  barites,  clays  and 
building  stone;  and  the  wisdom  of  the  Fathers  was  shown  in 
the  provision  made  by  the  same  Legislature  for  the  establishment 
of  a  School  of  Mines  and  Metallurgy  as  well  as  a  College  of  Ag- 
riculture and  Mechanic  Arts.  There  w^as  thus  fulfilled  the  in- 
teresting prophecy  of  the  explorer  and  scientist,  Henry  R.  School- 
craft in  1819:  "There  should  be  a  mineralogical  school  located 
here  (in  Missouri)  .  .  .  Any  one  who  is  cognizant  of  the  ad- 
vantages which  various  parts  of  Germany  and  particularly  Sax- 
ony, have  derived  from  such  a  school,  will  not  deny  the  utility  of  a 


INAUGURATION  OF  PRESIDENT  HILL  87 

similar  one  in  the  United  States,  and  as  to  its  location  there  can 
be  no  question,  for  compared  with  any  other  part  of  the  Union 
this  will  be  found  the  land  of  ores,  the  country  of  minerals.  .  .  . 
Every  day  is  developing  to  us  the  vast  resources  of  this  country 
in  minerals,  particularly  in  lead,  and  we  cannot  resist  the  belief 
that  in  riches  and  extent  the  mines  of  Missouri  are  paralleled  by 
no  other  district  in  the  world."  Opened  in  1871  at  Rolla  as  a  De- 
partment of  the  State  University,  the  School  of  Mines  has  justly 
taken  high  rank  among  the  mining  schools  of  America,  draws 
a  large  number  of  students  from  other  States,  is  now  probably 
better  equipped  materially  for  its  special  work  than  any  other 
Department  of  the  University,  was  never  better  administered  than 
it  is  to-day,  and  its  future  value  to  the  State  cannot  be  doubted. 
The  lines  of  its  development  seem  to  be  indicated  by  two  signifi- 
cant facts  that  have  shown  themselves  for  the  first  time  this  year: 
a  relatively  large  number  of  young  men  who  had  secured  their  fun- 
damental scientific  training  in  the  Departments  at  Columbia,  where 
it  can  be  much  better  given,  transferred  to  Rolla  for  their  special 
work  in  Mining;  and  a  large  enrollment  of  graduate  students 
gives  a  higher  scientific  tone  to  all  its  technical  work.  To  realize 
fully  the  purpose  of  its  establishment,  the  School  needs  some  ad- 
ditional buildings  and  equipment  and  funds  to  pay  much  better 
salaries  to  its  Faculty. 

The  Law  Department  has  been  maintained  at  very  slight 
cost  to  the  State  ever  since  1872,  and  its  graduates  by  the  hundred 
have  rendered  honorable  service  to  the  communities  in  which  they 
have  settled  and  to  the  whole  State  and  the  Nation  in  the  halls 
of  legislature  and  the  ofiices  of  government.  It  has  set  the  stand- 
ards of  legal  education  in  Missouri  and  exerted  a  wholesome  in- 
fluence in  favor  of  higher  standards  of  admission  to  the  bar  of 
the  State. 

I  said  earlier  that  in  the  fundamental  courses  the  University 
must  permit  no  gap  to  exist  between  her  work  and  that  of  the 
good  secondary  schools;  but  this  does  not  prevent  her  from  re- 
quiring of  her  students  the  completion  of  a  sound  general  training 


88  UNIVERSITY  OF  MISSOURI 

before  permitting  them  to  pursue  special  and  professional  courses. 
The  institution  that  furnishes  the  best  legal  education  in  the  Com- 
monwealth practically  free  of  cost  can  afford  to  demand  of  her 
students  that  thorough  training  in  habits  of  logical  thinking,  and 
that  knowledge  of  political  institutions,  which  vv^ill  give  her  grad- 
uates the  power  to  take  positions  of  leadership  in  the  practice 
of  their  profession  and  the  social  efficiency  which  is  the  justifica- 
tion of  the  State's  expenditure.  Contrary  to  the  opinion  of  some 
who  think  that  an  institution  supported  by  the  people  in  their 
corporate  capacity  can  never  attain  to  the  standards  of  a  true 
university,  I  hold  it  to  be  the  supreme  privilege  and  the  prime 
duty  of  a  free  state  university  to  maintain  the  highest  standards 
of  graduation  in  her  professional  schools  that  the  civilization  of 
the  time  may  demand ;  for  by  so  doing  she  will  render  the  largest 
service  to  the  people  of  the  State. 

Nothing  can  be  of  greater  concern  to  a  state  than  the  health 
of  her  people,  and  schools  of  medicine  were  among  the  first  prod- 
ucts of  a  demand  for  higher  education.  In  the  field  of  medicine, 
if  anywhere,  it  is  important  that  rule  of  thumb  should  give  place 
to  scientific  knowledge.  The  Medical  Department  of  this  Univer- 
sity was  established  in  1873,  and  though  it  has  suffered  from  pre- 
judices and  cramped  resources,  it  has  performed  an  honorable 
service  to  the  State.  Now,  to  my  mind,  if  the  State  requires 
an  examination  of  proficiency  from  anybody  as  a  condition  of 
practicing  any  profession,  it  should  itself  provide  an  institution 
properly  equipped  where  the  requisite  training  can  be  obtained. 
It  is  to  be  hoped  that  the  State  of  Missouri  will  promptly  take 
measures  to  provide  greater  facilities  for  the  training  of  her 
physicians,  and  that  the  Medical  Department  of  the  State  Uni- 
versity, whose  ideals  and  standards  are  now  high,  may  be  able 
still  further  to  raise  its  standards  and  increase  its  usefulness  to 
the  people  of  the  State. 

The  recent  industrial  development  of  Missouri  has  led  to  a 
demand  upon  the  State's  highest  educational  institution  for  men 
trained  in  civil,  electrical  and  mechanical  engineering.    The  power- 


INAUGURATION  OF  PRESIDENT  HILL  89 

plant  manager,  the  engine  builder,  the  electric  and  steam  rail- 
road contractor  and  manager,  the  cement  manufacturer,  and  all 
the  great  industrial  interests  of  the  State  turn  to  the  University 
for  help,  appealing  not  only  for  trained  employees,  but  for  ex- 
pert advice  also.  The  School  of  Engineering,  which  was  at  first 
a  division  of  the  College  of  Agriculture  and  Mechanic  Arts,  thus 
came  to  assume  the  importance  that  demanded  its  establishment 
as  a  distinct  Department  of  the  University.  The  value  of  this 
school  to  the  rapidly  developing  industries  of  the  State  can  hardly 
be  overestimated.  In  fact  the  industries  of  the  State  and  the 
School  of  Engineering  are  but  two  different  parts  of  the  same 
thing.  The  development  of  this  School  has  also  contributed  to 
university  life  by  bringing  to  Columbia  a  large  number  of  our 
most  earnest  students  and  by  inspiring  them  with  ideals  of  effi- 
ciency that  are  wholesome  antidotes  to  any  malarial  tendency  that 
might  creep  into  the  university  life  from  academic  traditions. 
Our  technical  instruction  in  engineering  is  good.  Let  it  be  still 
further  improved !  And  let  us  remember  that  the  engineer  should 
also  be  a  man;  and  not  only  that,  if  he  is  to  be  a  leader  in  his 
profession,  he  must  likewise  be  a  leader  of  men.  The  courses 
here  now  require  the  fundamental  sciences,  English,  and  econom- 
ics. Would  it  not  be  well  to  improve  the  courses  still  further  by 
lengthening  them  somewhat,  so  as  to  provide  more  liberal  and 
humanistic  training  for  citizen-engineers? 

But  the  university  of  the  people  must  include  scientific  prep- 
aration for  any  department  of  our  community  life  for  the  suc- 
cessful prosecution  of  which  an  extensive  training  is  desirable. 
We  must  add,  therefore,  from  time  to  time,  schools  which  will 
take  care  of  the  new  professions  as  they  may  appear.  We  have 
for  some  time  provided  for  the  training  of  lawyers,  physicians, 
agriculturists,  and  engineers;  and  only  this  year,  in  response  to 
insistent  calls  from  students  with  that  field  in  view,  the  Univer- 
sity has  made  provision  for  the  training  of  journalists.  This 
great  profession,  large  in  numbers  and  important  in  influence, 
has  a  right  to  expect  to  recruit  its  ranks  from  university-trained 


90  UNIVERSITY  OF  MISSOURI 

men,  and  I  am  hopeful  of  the  service  which  the  School  of  Jour- 
nalism of  this  University  will  render  to  the  advancing  and  complex 
civilization  of  Missouri.  What  other  professional  schools  we  shall 
need  to  add  to  our  organization,  only  time  and  the  changing  and 
growing  demands  of  a  progressive  civilization  can  determine. 
We  must  stand  ready  to  meet  the  wants  of  the  people  and  trust 
to  the  people  to  support  the  forms  of  training  that  minister  to 
their  intellectual,  social  and  economic  needs. 

A  people's  university  must  thus  be  a  very  complex  insti- 
tution and  furnish  a  varied  programme  of  instruction.  It  must 
be  dedicated  both  to  truth  and  to  utility,  and  while  cherishing 
the  old,  it  must  always  be  in  pursuit  of  something  better.  But 
this  scope  of  instruction  and  this  progressiveness  of  spirit  bring 
with  them  one  serious  embarrassment.  The  natural  equipment 
necessary  for  the  old  college  was  small  and  inexpensive.  A  few 
rooms,  a  few  books,  and  a  small  teaching  staff  were  all  that  was 
necessary.  But  modern  scholarship  is  a  scholarship  of  investigation, 
and  investigation  requires  vast  resources  in  the  way  of  apparatus, 
libraries,  laboratories,  and  museums.  These  resources  are  as  indi- 
spensable to  modern  higher  education  as  are  machines  to  modern 
industry.  Mark  Hopkins  at  one  end  of  a  log  and  a  student  at  the 
other  would  hardly  constitute  a  modern  university,  even  if  both 
were  geniuses.  Further,  no  higher  education  can  be  self-sustaining. 
This  is  a  recognized  condition  of  civilization  everywhere,  and  one 
that  is  accepted  by  all  enlightened  peoples.  Exclusive  of  perma- 
nent endowments,  a  tuition  fee  of  three  hundred  dollars  a  year 
would  be  necessary  in  the  best  universities  of  America,  if  the 
cost  were  to  be  defrayed  by  the  students  alone.  In  the  University 
of  Missouri  we  expend  much  less  than  that  amount  on  each  stu- 
dent— in  fact,  less  than  is  spent  in  any  university  of  equal  recog- 
nized standing  in  the  country.  But  I  do  not  point  to  this  fact  with 
pride.  Missouri  has  generously  agreed  to  make  the  education 
offered  by  the  University  free  to  rich  and  poor  alike,  and  this 
provision  imposes  a  great  obligation  on  the  Legislature  itself,  for 
every  addition  to  the  number  of  our  students  or  improvement  in 


INAUGURATION  OF  PRESIDENT  HILL  91 

our  work,  is  an  additional  call  for  legislative  appropriations.  The 
University  does  not  belong  to  the  Curators;  still  less  does  it  be- 
long to  the  president.  It  belongs  to  the  people  of  Missouri,  and 
we  are  the  administrators  of  a  trust.  It  is,  therefore,  our  duty 
to  report  from  time  to  time  to  the  people's  representatives  the 
ways  in  which,  according  to  our  judgment,  the  University  can 
be  improved  and  made  more  efficient.  At  the  risk  of  making  still 
further  drafts  upon  your  patience,  I  must  say  a  word  in  regard 
to  some  of  our  most  pressing  needs. 

In  the  most  literal  sense,  it  is  the  instructing  staff  that  makes 
the  university,  for  buildings  and  appliances  are  only  means  to 
enable  the  teacher  to  do  his  work  efficiently.  I  believe  the  teacher's 
calling  is  the  highest  among  men,  but  it  is  usually  the  worst  paid ; 
and  as  the  customary  remuneration  in  a  profession  is  likely  to 
determine  the  estimation  in  which  that  profession  is  held,  the 
State  will  suffer  detriment  if  the  best  minds  are  deterred  from 
the  profession  of  teaching  by  the  social  attitude  incident  to  a  low 
scale  of  salaries.  Besides,  there  must  always  be  a  measure  of 
competition  in  the  employment  of  teachers  as  in  other  concerns, 
and  this  University  cannot  hope  to  secure  and  retain  the  ablest 
teachers  for  the  young  men  and  women  of  Missouri  unless  she 
can  pay  salaries  equal  to  those  paid  by  other  institutions  of  her 
class.  I  consider  it  the  greatest  glory  of  the  administration  of 
President  Jesse  that  he  worked  persistently,  perhaps  more  per- 
sistently than  any  other  university  president  in  America,  to  se- 
cure and  retain  here  the  ablest  professors  that  were  available 
from  any  quarter  of  the  globe,  with  the  resources  at  his  command. 
I  shall  seek  to  follow  his  policy  in  this  regard,  for  the  fruits  of  it 
are  patent  to  every  one  familiar  with  the  University  of  Missouri. 
So  to  the  people,  I  would  say,  force  us  to  work  here  in  poor 
buildings  if  you  must,  but  for  the  sake  of  the  youth  of  Missouri, 
give  us  men ! 

But  even  great  teachers  cannot  entirely  overcome  the  handi- 
cap of  meagre  equipment  in  libraries  and  laboratories.  A  college 
may  be  successful  with  a  comparatively  small  library,  but  to  a 


92  UNIVERSITY  OF  MISSOURI 

university  a  large  and  increasing  collection  of  books  and  period- 
icals is  a  necessity.  A  university  is  an  organization  for  the  dis- 
covery and  the  promulgation  of  truth.  The  best  that  has  been 
done  in  the  past  is  embodied  in  the  literature  of  the  various  sub- 
jects, and  every  investigator  must  know  what  has  been  done  be- 
fore, if  he  would  know  whether  he  is  finding  what  is  new.  And 
as  for  the  students,  in  proportion  as  they  advance  into  the  higher 
realms  of  knowledge,  in  the  same  proportion  does  that  teacher's 
service  to  them  become  less  and  less  that  of  the  dogmatist,  and 
more  and  more  that  of  one  who  simply  points  out  the  way  and 
guides  them  in  their  own  independent  investigations.  Every- 
where a  generous  store  of  books  has  been  considered  a  provision 
of  the  most  fundamental  importance.  For  instance,  the  University 
of  Strassburg,  which  is  one  of  the  newest  establishments  in  Ger- 
many, did  not  think  of  beginning  instruction  till  it  had  collected 
a  quarter  of  a  million  volumes,  and  this  collection  has  been  con- 
stantly added  to  ever  since.  The  present  library  facilities  of  the 
University  of  Missouri  are  altogether  inadequate;  and  what  has 
been  said  about  the  library,  both  as  to  importance  and  present 
inadequacy,  can  be  said  of  the  laboratories  of  both  pure  and  ap- 
plied sciences. 

In  the  matter  of  buildings,  the  most  pressing  need  is  for  a 
library  building,  of  fire-proof  construction,  in  which  to  preserve 
and  make  better  use  of  the  present  collections  of  the  University 
and  of  the  State  Historical  Society,  and  provide  for  their  future 
growth.  It  is  false  economy  for  the  State  to  expose  to  risk  of 
fire  the  valuable  collections  that  are  now  housed  in  this  Academic 
Hall  and  in  other  buildings  on  the  campus,  many  of  the  pam- 
phlets especially  being  impossible  of  reproduction  in  case  of  loss ; 
and  the  space  now  occupied  by  stacks  and  reading  rooms  is  sorely 
needed  for  class-room  purposes.  The  Engineering  Building  is 
overcrowded  and  ill-adapted  for  the  purposes  of  one  of  the  fun- 
damental scientific  laboratories  now  quartered  there.  Physics  is 
the  most  fundamental  of  sciences,  and  yet  it  is  the  one  science 
taught  on  this  campus  that  has  no  building  provided  especially 


INAUGURATION  OF  PRESIDENT  HILL  93 

for  its  use.  The  Chemistry  Building,  never  well  suited  for  the 
purpose,  has  been  entirely  outgrown  by  the  rapid  increase  in  the 
number  of  students  that  from  necessity  or  choice  seek  to  take 
advantage  of  the  courses  in  that  science.  At  the  State  Farm, 
veterinary  science  finds  its  work  divided  between  practically 
all  of  the  agricultural  buildings,  and  the  necessity  of  bringing 
diseased  animals  for  study  into  the  Live  Stock  Judging  Pavilion 
is  a  menace  to  the  health  of  the  most  valuable  animals  in  the 
herd  or  in  the  world;  the  Dairy  Department  needs  a  more  suita- 
ble barn  for  its  purposes,  for  the  State  Dairy  Association  has 
declared  that  there  is  not  a  herd  of  dairy  cattle  of  equal  value 
in  the  State  kept  in  such  an  inferior  barn,  and  this  department 
is  naturally  looked  to  by  dairymen  to  furnish  an  example  of  ap- 
propriate sanitary  conditions  for  the  production  of  milk;  the 
Department  of  Animal  Husbandry  finds  its  present  Live  Stock 
Judging  Pavilion  completely  outgrown  because  of  the  increased 
enrollment;  though  Missouri  is  one  of  the  leading  horse-rearing 
States  in  the  Union,  no  building  has  yet  been  provided  by  the 
State  for  the  stabling  of  horses  to  enable  the  department  ade- 
quately to  carry  on  its  experiments  in  breeding  and  feeding;  and 
the  Horticultural  Building  was  outgrown  a  year  after  it  was 
opened,  so  that  the  work  in  botany  should  be  withdrawn  from 
that  building  at  an  early  date  and  a  new  building  be  provided 
for  the  fundamental  biological  sciences.  The  Teachers  College 
needs  a  building  in  which  to  conduct  its  classes  for  observation 
and  practice,  which  are  as  essential  to  its  efficiency  as  laboratories 
for  the  physical  sciences.  Because  of  the  lack  of  such  a  building  it 
has  been  forced  to  rent  property  in  town  in  order  to  carry  on  its 
work.  These  are  only  the  most  pressing  and  immediate  needs 
for  space  in  which  to  carry  on  the  work  of  class-room  and  lab- 
oratory instruction  in  this  University.  I  can  hardly  believe  that 
the  people  of  the  State  realize  that  since  1903,  the  date  when 
I  first  became  acquainted  with  the  institution,  our  enrollment 
in  the  Departments  at  Columbia  has  more  than  doubled,  while 
there  has  not  been  added  a  single  building  for  class-room  or 


94  UNIVERSITY  OF  MISSOURI 

laboratory  purposes,  if  we  exclude  the  small  and  inexpensive 
structures  that  have  been  erected  at  the  farm.  But  this  is  not 
all.  If  we  are  to  care  adequately  for  the  health  of  the  increasing 
number  of  young  women  who,  in  response  to  the  demands  of 
modern  civilization,  seek  the  advantages  of  higher  education,  a 
gymnasium  for  women  is  an  absolute  necessity.  And  I  need 
hardly  mention  on  this  occasion,  when  only  a  small  fraction  of 
our  students  can  be  admitted  to  this  hall,  that  the  University 
needs  an  auditorium  with  a  seating  capacity  of  at  least  3,000  in 
order  to  provide  for  gatherings  of  the  entire  membership  of  the 
institution,  so  as  to  maintain  some  unity  in  its  life  and  prevent 
its  spiritual  interests  from  disintegration.  Still  another  need  is 
that  of  dormitories,  both  for  men  and  for  women,  so  that  students 
of  the  University  may  find  adequate  and  hygienic  living  accom- 
modations and  so  that  living  expenses  may  be  kept  at  a  moderate 
rate.  Let  us  see  to  it  that  the  University  of  Missouri  never  ceases 
to  be  the  poor  man's  university. 

This  is  the  University  of  all  the  people  of  Missouri.  Indi- 
viduals of  wealth  within  the  State  might  well  add  private  ben- 
efactions to  public  munificence,  knowing  that  any  buildings  erected 
here  will  be  lasting  monuments  to  their  memories,  and  that  the 
State  will  gladly  provide  for  maintenance  and  for  the  administra- 
tion of  the  trust.  It  is  perhaps  not  fully  known  throughout  Mis- 
souri how  large  a  proportion  of  the  University's  property  is  the 
gift  of  the  generous  and  idealistic  spirit  of  the  citizens  of  Co- 
lumbia and  Boone  County.  They  have  magnanimously  turned 
over  this  property  to  the  uses  of  the  State  without  leaving  upon 
it  even  a  permanent  record  of  their  names.  May  we  not  expect 
to  find  many  citizens  of  the  State  who  will  emulate  their  noble 
example  and  supplement  the  bounty  of  the  Legislature?  And  to 
the  legislators  we  would  say :  You  are  fortunate  in  having  the 
means  of  supply,  or  in  being  able  to  create  them  in  large  abund- 
ance. Visit  the  University.  Examine  into  its  minutest  details. 
All  its  interests  are  yours  as  the  representatives  of  the  people. 
And  when  you  become  familiar  with  its  work  and  its  aims,  I  am 


INAUGURATION  OF  PRESIDENT  HILL  95 

sure  you  will  plan  for  it  largely,  generously,  and  abundantly  as 
the  crowning  glory  of  the  Commonwealth.  As  I  recall  the  his- 
tory of  what  has  already  been  accomplished,  as  I  contemplate 
the  resources  of  this  great  and  noble  State,  I  believe  the  Legisla- 
ture and  the  people  will  be  content  with  nothing  short  of  making 
this  University  worthy  of  the  State ;  and  that  means  making  it  the 
peer  of  any  university  in  the  land.  This  institution  has  already 
become  recognized  as  one  of  the  first  universities  of  America 
and  the  leading  institution  of  higher  education  in  the  whole  South- 
west; and  the  people  of  Missouri  will  wish  to  maintain  and  ad- 
vance its  standards  for  the  sake  of  their  sons  and  daughters, 
and  also,  at  reasonable  tuition  fees,  for  the  children  of  those 
Missouri  pioneers  who  have  gone  out  beyond  her  borders  to  de- 
velop the  resources  of  all  this  vast  region.  They  will  want  to 
see  here  buildings,  equipment,  great  teachers,  and  a  mature  and 
earnest  student  body.  These  are  the  factors  that  go  to  make 
up  a  great  university;  and  these  are  the  aspirations  in  whose 
strength  the  University  of  the  State  of  Missouri  now  girds  herself 
afresh  for  the  tasks  that  lie  before  her. 


OFFICIAL  DELEGATES 

REPRESENTING  EDUCATIONAL  INSTITUTIONS,  LEARN- 
ED   SOCIETIES    AND    PUBLIC    BODIES    ON    THE   OCCA- 
SION OF  THE  INAUGURATION  OF  ALBERT  ROSS  HILL, 
LL.D.,  AS  PRESIDENT  OF  THE  UNIVERSITY  OF  MISSOURI 


98 


UNIVERSITY  OF  MISSOURI 


OFFICIAL  DELEGATES 


Abercrombic,   President  John   W 
Ames,  Professor  J.  S. 
Andrews,  Dr.  Launcelot 
Ayres,  President  Geo.  F. 
Belden,  Professor  H.  M. 
Bell.  President  Hill  M. 
Bitting,  Rev.  W.  C. 
Blewett,  Superintendent  Ben 
Boles,  J.  W. 

Bowman,  Secretary  John  G. 
Brandon,  Professor  E.  E. 
Buckley,  Professor  Ernest  R 
Burnam,  Professor  John  M, 
Burt,  Professor  Thomas  G. 
Byroade,  Col.  Geo.  L. 
Cain,  Principal  Ira  L. 
Calvert,  Professor  Sidney 
Cauthorn,  Principal  E.  B. 
Chew,  John  Paul 
Clark,  Professor  T.  A. 
Clinkscales,  E.  C. 
Collison,  Chas.  B. 
Constantius,  Rev.  Brother 
Cook,  President  H.  M. 
Craighead,  President  E.  B. 
Crawford,  Hanford 
Cummings,  Dr.  H.  J. 
Curtis,  Principal  Chester  B. 


University  of  Alabama 

Johns  Hopkins  University 

St.  Louis  Academy  of  Science 

Lindenwood  College 

Trinity  College 

Drake  University 

Richmond  College 

St.  Louis  Board  of  Education 

State  Board  of  Agriculture 

Carnegie  Foundation 

Miami  University 

Washington  Academy  of  Sciences 

University  of  Cincinnati 

Park  College 

Blees  Military  Academy 

Muskogee  High  School 

McGill  University 

Columbia  High  School 

Georgetown  University 

University  of  Illinois 

City  of  Columbia 

Maitland  High  School 

Christian  Brothers  College 

State  Normal  School,  Maryville 

Tulane  University 

College  of  the  City  of  New  York 

Barnes  Medical  College,  St.  Louis 


Central  High  School,  St.  Louis 
Dearmont,  President  W.  S.  State  Normal  School,  Cape  Girardeau 
Engler,  President  Edmund  A.  Worcester  Polytechnic  Institute 
Evans,  President  A.  Grant  University  of  Oklahoma 

Folk,  His  Excellency  Joseph  Wingate         The  State  of  Missouri 


INAUGURATION  OF  PRESIDENT  HILL 


99 


Frieden,  Rev.  John  F.,  S.  J. 
Fry,  Dr.  Frank  R. 
Gass,  Hon.  H.  A. 
George,  President  J.  H. 
Gerould,  James  T. 
Graves,  Professor  F.  P. 
Greene,  President  J.  P. 
Grube,  Professor  W.  E. 
Hadley,  Attorney-General  H.  S. 
Hamlin,  Col.  T.  L. 
Hannigan,  James 
Hawkins,  Superintendent  C.  A. 


St.  Louis  University 

Ohio  Wesleyan  University 

The  Schools  of  Missouri 

Drury  College 

University  of  Minnesota 

Ohio  State  University 

William  Jewell  College 

Missouri  Valley  College 

The  State  of  Missouri 

Western  Reserve  University 

Lebanon  High  School 

Maryville  High  School 


Hawkins,  President  W.  J.        State  Normal  School,  Warrensburg 
Hays,  Superintendent  W.  H.  Columbia  Board  of  Education 

Heller,  Professor  Otto  Washington  University 

Hill,  Rev.  John  B.      Union  Theological  Seminary,  New  York  City 
Houston,  Chancellor  D.  F.  Washington  University 

Hoxie,  Dr.  George  H.       Union  College,  Schenectady,  New  York 
Hudson,  Superintendent  C.  B.  California  High  School 

Irvine,  Superintendent  E.  A.  Vandalia  High  School 

Ives,  Professor  Halsey  C.  Museum  of  Fine  Arts,  St.  Louis 

Jackson,  Dr.  Jabez  N.    University  Medical  College,  Kansas  City 
Jenks,  Professor  Albert  E.  American  Museum  of  Natural  History 


Jones,  President  J.  B. 
Kerr,  Professor  Willis  H. 
Kerr,  Superintendent  Nelson 
Keyser,  Professor  C.  J. 
Kieffer,  Dr.  A.  O. 
Kirk,  President  John  R. 
Kirkland,  Chancellor  J.  H.    ■ 
Knox,  George  Piatt 
Lefevre,  Professor  Albert 
Lefevre,  Professor  George 
Lhamon,  Dean  W.  J. 
Little,  B.  M. 


William  Woods  College 

Westminster  College 

Shelbina  High  School 

Columbia  University 

Barnes  Aledical  College,  St.  Louis 

State  Normal  School,  Kirksville 

Vanderbilt  University 

St.  Louis  Public  Schools 

University  of  Virginia 

United  States  Bureau  of  Fisheries 

Bible  College  of  Missouri 

Lexington  High  School 


UNIVERSITY  OF  MISSOURI 


Loeb,  Dr.  Hanau  W. 
MacLean,  President  George  E. 
McAfee,  President  Lowell  M. 
jNIaguire,  Miss  Emily 
Markham,  Dean  O.  G. 
Markham,  George  D. 
Marky,  Miss  Opal 
Mathews,  Professor  Shailer 
Meriam,  Professor  J.  L. 
Million,  President  John  W. 
Monroe,  Superintendent  Walter  S. 
Moore,  Mrs.  Philip  N. 
Murlin,  President  L.  H. 
Noble,  General  John  W. 
Oliver,  Judge  R.  B. 
O'Rear,  Superintendent  M.  A 
Paxton,  Professor  Joseph  F. 
Peeler,  W.  B. 
Pettus,  Charles  P. 
Powell,  Principal  J.  R. 
Proctor,  Professor  Charles  A. 
Reeder,  Director  George 
Sampson,  F.  A. 
Schurman,  President  J.  G. 
Scott,  Professor  W.  A. 
Scares,  Professor  F.  H. 
Sears,  Principal  Edmund  HL 
Shaw,  Professor  H.  B. 
Shipley,  Professor  F.  W. 
Smith,  Professor  Holmes 
Smith,  Professor  T.  Berry 


St.  Louis  University 

State  University  of  Iowa 

Park  College 

Yeatman  High  School,  St.  Louis 

Baker  University 

Harvard  University 

Linneus  High  School 

University  of  Chicago 

Oberlin  College 

Hardin  College 

Norborne  High  School 

Association  of  Collegiate  Alumnae 

Baker  University 

Yale  University 

The  Alumni  Association 

Boonville  High  School 

University  of  Oklahoma 

Stephens  College 

Missouri  Historical  Society 

Yeatman  High  School,  St.  Louis 

Dartmouth  College 

United  States  Weather  Bureau 

State  Historical  Society 

Cornell  University 

University  of  Wisconsin 

Harvard  College  Observatory 

Mary  Institute,  St.  Louis 

University  of  North  Carolina 

Toronto  University 

Washington  University 

Central  College 


Spillman,  Wm.  J.  United  States  Department  of  Agriculture 

Stickerod,  Miss  Lydia  A.  Rolla  High  School 

Stockard,  Mrs.  V.  A.  C.         Cottey  College,  Nevada,  Missouri 
Storms,  President  A.  B.  Iowa  State  College 


INAUGURATION  OF  PRESIDENT  HILL 


Strong,  Chancellor  Frank 
Strong,  Vice-President  J.  P. 
Thompson,  President  J.  A. 
Tittman,  Superintendent  O.  H 
Townsend,  Dean  E.  J. 
Trelease,  Professor  William 


Trenholme,  Professor  N.  M. 
Tyson,  Edwin 
Vaughan,  Dr.  V.  C. 
von  Schrader,  Mrs.  Jean  F. 
Vosholl,  Professor  Henry 
Wales,  Miss  Elizabeth  B. 
Webb,  President  Wm.  A. 
Whiteford,  Superintendent  J.  A 
Woodward,  Dean  C.  M. 
Young,  Director  L.  E. 


University  of  Kansas 

St.  Joseph  Board  of  Education 

Tarkio  College 

U.  S.  Coast  and  Geodetic  Survey 

University  of  Illinois 

Missouri  Botanical  Garden 

American  Academy  Arts  and  Science 

American  Philosophical  Society 

National  Academy  of  Sciences 

McGill  University 

Mound  City  High  School 

University  of  Michigan 

Mount  Holyoke  College 

Central  Wesleyan  College 

Missouri  Library  Commission 

Central  College 

St.  Joseph  High  School 

Washington  University 

Pennsylvania  State  College 


OF  THE     ■ 

UNIVERSITY  V 

Of 


THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN  INITIAL  FINE  OF  25  CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  50  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


OCT  101939 

^CT  1  t  ..I 

^'  ^^  1939 

« 

LD  21-20TO-5, '39  (9269s) 


YD   16295 


U„C.  BERKELEY  LIBRARIES 


CDSEEEMSEfl 


1 


i 


